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University: University of Toronto  Country:

You searched for subject:( Inclusive education challenges ). Showing records 1 – 30 of 224 total matches.

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University of Toronto

1. Musisi, Lwanga Gasuza. Autism and Social Justice Education: Toward an Inclusive Education System in Uganda.

Degree: 2017, University of Toronto

Autism and Social Justice Education: Toward an Inclusive Education System in Uganda Master of Arts Social Justice Education Ontario Institute for Studies in Education (OISE)… (more)

Subjects/Keywords: Autism; Inclusive education; Pedagogy; Social justice; 0529

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APA (6th Edition):

Musisi, L. G. (2017). Autism and Social Justice Education: Toward an Inclusive Education System in Uganda. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/77876

Chicago Manual of Style (16th Edition):

Musisi, Lwanga Gasuza. “Autism and Social Justice Education: Toward an Inclusive Education System in Uganda.” 2017. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/77876.

MLA Handbook (7th Edition):

Musisi, Lwanga Gasuza. “Autism and Social Justice Education: Toward an Inclusive Education System in Uganda.” 2017. Web. 17 Jul 2019.

Vancouver:

Musisi LG. Autism and Social Justice Education: Toward an Inclusive Education System in Uganda. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/77876.

Council of Science Editors:

Musisi LG. Autism and Social Justice Education: Toward an Inclusive Education System in Uganda. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/77876


University of Toronto

2. Somani, Reshma. Educating for Citizenship in the English Secondary Classroom: A Case Study of Teacher Perspectives and Practice in Public and Islamic Schools in Ontario.

Degree: 2011, University of Toronto

This thesis explores the extent to which English curriculum, teachers’ literary choices, and a high demographic of Muslim students, influence the way English teachers educate… (more)

Subjects/Keywords: Citizenship Education; Secondary English; Muslim Students; Inclusive Learning

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APA (6th Edition):

Somani, R. (2011). Educating for Citizenship in the English Secondary Classroom: A Case Study of Teacher Perspectives and Practice in Public and Islamic Schools in Ontario. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30108

Chicago Manual of Style (16th Edition):

Somani, Reshma. “Educating for Citizenship in the English Secondary Classroom: A Case Study of Teacher Perspectives and Practice in Public and Islamic Schools in Ontario.” 2011. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/30108.

MLA Handbook (7th Edition):

Somani, Reshma. “Educating for Citizenship in the English Secondary Classroom: A Case Study of Teacher Perspectives and Practice in Public and Islamic Schools in Ontario.” 2011. Web. 17 Jul 2019.

Vancouver:

Somani R. Educating for Citizenship in the English Secondary Classroom: A Case Study of Teacher Perspectives and Practice in Public and Islamic Schools in Ontario. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/30108.

Council of Science Editors:

Somani R. Educating for Citizenship in the English Secondary Classroom: A Case Study of Teacher Perspectives and Practice in Public and Islamic Schools in Ontario. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30108


University of Toronto

3. Butt, Jamila Akhtar. Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents.

Degree: 2015, University of Toronto

This study explores how Muslim parents in the Greater Toronto Area are engaged in their children's education and the challenges they face in trying to… (more)

Subjects/Keywords: Equity and Inclusion; Inclusive School Communities; Muslim Parents; Parent Engagement; Religious Accommodations; Sustainable Leadership; 0449

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APA (6th Edition):

Butt, J. A. (2015). Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69738

Chicago Manual of Style (16th Edition):

Butt, Jamila Akhtar. “Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents.” 2015. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/69738.

MLA Handbook (7th Edition):

Butt, Jamila Akhtar. “Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents.” 2015. Web. 17 Jul 2019.

Vancouver:

Butt JA. Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/69738.

Council of Science Editors:

Butt JA. Building Sustainable Leadership for Inclusive School Communities: A Case of Muslim Parents. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69738


University of Toronto

4. Hanceroglu, Linda. Teachers' Beliefs About Gender Differences in Single-Sex Classrooms.

Degree: 2018, University of Toronto

Some argue that girls’ and boys’ education should be based on biological differences between learners, while other studies argue that sex-based instruction problematically dismisses or… (more)

Subjects/Keywords: Biological or Sex-Based Differences; Gender; Gender Inclusive; Learning Differences; Professional Development; Sex; 0458

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APA (6th Edition):

Hanceroglu, L. (2018). Teachers' Beliefs About Gender Differences in Single-Sex Classrooms. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91459

Chicago Manual of Style (16th Edition):

Hanceroglu, Linda. “Teachers' Beliefs About Gender Differences in Single-Sex Classrooms.” 2018. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/91459.

MLA Handbook (7th Edition):

Hanceroglu, Linda. “Teachers' Beliefs About Gender Differences in Single-Sex Classrooms.” 2018. Web. 17 Jul 2019.

Vancouver:

Hanceroglu L. Teachers' Beliefs About Gender Differences in Single-Sex Classrooms. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/91459.

Council of Science Editors:

Hanceroglu L. Teachers' Beliefs About Gender Differences in Single-Sex Classrooms. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91459


University of Toronto

5. Christian, Laura L. Smith. Programs of Choice: Successes and Challenges.

Degree: 2010, University of Toronto

This research examined a policy developed by a school board and explored the successes and challenges of implementing a Sport Academy in a secondary school… (more)

Subjects/Keywords: choice; programs; sport academy; programs of choice; sports programming; alternative programming; successes and challenges; 0727; 0524; 0515

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APA (6th Edition):

Christian, L. L. S. (2010). Programs of Choice: Successes and Challenges. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25676

Chicago Manual of Style (16th Edition):

Christian, Laura L Smith. “Programs of Choice: Successes and Challenges.” 2010. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/25676.

MLA Handbook (7th Edition):

Christian, Laura L Smith. “Programs of Choice: Successes and Challenges.” 2010. Web. 17 Jul 2019.

Vancouver:

Christian LLS. Programs of Choice: Successes and Challenges. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/25676.

Council of Science Editors:

Christian LLS. Programs of Choice: Successes and Challenges. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25676


University of Toronto

6. Gamba-Bari, Antonio. Critical Assessment of Customization Discourse in Information Systems Design.

Degree: 2010, University of Toronto

Some argue that we live in an “information age”; others claim that we live in a “knowledge society”. This research suggests we live in an… (more)

Subjects/Keywords: information systems design; AccessForAll; customization; universal design; participatory design; inclusive design; adaptability; e-learning; discourse analysis; 0723; 0525

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APA (6th Edition):

Gamba-Bari, A. (2010). Critical Assessment of Customization Discourse in Information Systems Design. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25590

Chicago Manual of Style (16th Edition):

Gamba-Bari, Antonio. “Critical Assessment of Customization Discourse in Information Systems Design.” 2010. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/25590.

MLA Handbook (7th Edition):

Gamba-Bari, Antonio. “Critical Assessment of Customization Discourse in Information Systems Design.” 2010. Web. 17 Jul 2019.

Vancouver:

Gamba-Bari A. Critical Assessment of Customization Discourse in Information Systems Design. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/25590.

Council of Science Editors:

Gamba-Bari A. Critical Assessment of Customization Discourse in Information Systems Design. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25590

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

Degree: 2013, University of Toronto

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

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

Challenges and Possibilities of Inclusive Schooling (2000). The idea was that if students… …in an inclusive and social constructivist context can increase academic engagement and… …inclusive schooling in that it quite visibly attempted to incorporate many of the inclusive… …in an inclusive context were vulnerable to disengagement while researching their identity… …students in schools where inclusive pedagogical approaches were not taken up. I was also… 

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Louisy, Terry. “Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide.” 2013. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/35562.

MLA Handbook (7th Edition):

Louisy, Terry. “Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide.” 2013. Web. 17 Jul 2019.

Vancouver:

Louisy T. Multiliteracies, Identity Construction and the Marginalized: Understanding Information and Communication Technologies (ICTs) As a Tool to Bridge the Knowledge Society Divide. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/35562.

Council of Science Editors:

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


University of Toronto

8. Salter, Shannon. Rights Without Remedies: The Court Party Theory and the Demise of the Court Challenges Program.

Degree: 2011, University of Toronto

The author argues that the Court Challenges Program’s 2006 cancellation was based on claims that judicial review is undemocratic, including those made by three academics,… (more)

Subjects/Keywords: Court Challenges Program; access to justice; Charter of Rights and Freedoms; equality rights; Court Party Theory; litigation; intervener; intervenor; interest groups; judicial activism; judicial review; legal aid; section 15; s. 15; Rainer Knopff; Ian Brodie; F. L. Morton; CCP; human rights; statistics; study; quantitative; 0398; 0615

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APA (6th Edition):

Salter, S. (2011). Rights Without Remedies: The Court Party Theory and the Demise of the Court Challenges Program. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29612

Chicago Manual of Style (16th Edition):

Salter, Shannon. “Rights Without Remedies: The Court Party Theory and the Demise of the Court Challenges Program.” 2011. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/29612.

MLA Handbook (7th Edition):

Salter, Shannon. “Rights Without Remedies: The Court Party Theory and the Demise of the Court Challenges Program.” 2011. Web. 17 Jul 2019.

Vancouver:

Salter S. Rights Without Remedies: The Court Party Theory and the Demise of the Court Challenges Program. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/29612.

Council of Science Editors:

Salter S. Rights Without Remedies: The Court Party Theory and the Demise of the Court Challenges Program. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29612


University of Toronto

9. Boggs, Andrew Michael. Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission .

Degree: Theory and Policy Studies in Education, 2007, University of Toronto

 Although much has changed in the relationship between Canadian governments and publicly-assisted universities over the last century, the principles of ‘institutional autonomy’ and ‘annual public… (more)

Subjects/Keywords: Canadian history; Education history; Higher education

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APA (6th Edition):

Boggs, A. M. (2007). Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission . (Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/65526

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):

Boggs, Andrew Michael. “Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission .” 2007. Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/65526.

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

MLA Handbook (7th Edition):

Boggs, Andrew Michael. “Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission .” 2007. Web. 17 Jul 2019.

Vancouver:

Boggs AM. Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission . [Internet] [Thesis]. University of Toronto; 2007. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/65526.

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

Council of Science Editors:

Boggs AM. Ontario's Royal Commission on the University of Toronto, 1905 – 1906: Political and historical factors that influenced the final report of the Flavelle Commission . [Thesis]. University of Toronto; 2007. Available from: http://hdl.handle.net/1807/65526

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


University of Toronto

10. Wilkins, Lynn D. Rethinking Education: A Paradigm for Education for Sustainability.

Degree: 2011, University of Toronto

In this thesis I will argue that the current predicament we find ourselves in of unsustainable practices can only be addressed through a fundamental shift… (more)

Subjects/Keywords: Education; Education for Sustainable Development; Sustainability; Education for Sustainability; Sustainable Education; Paulo Freire; 0998; 0350

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APA (6th Edition):

Wilkins, L. D. (2011). Rethinking Education: A Paradigm for Education for Sustainability. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30111

Chicago Manual of Style (16th Edition):

Wilkins, Lynn D. “Rethinking Education: A Paradigm for Education for Sustainability.” 2011. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/30111.

MLA Handbook (7th Edition):

Wilkins, Lynn D. “Rethinking Education: A Paradigm for Education for Sustainability.” 2011. Web. 17 Jul 2019.

Vancouver:

Wilkins LD. Rethinking Education: A Paradigm for Education for Sustainability. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/30111.

Council of Science Editors:

Wilkins LD. Rethinking Education: A Paradigm for Education for Sustainability. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30111


University of Toronto

11. Ali, Asma Maryam. Islamic Environmental Stewardship through Aboriginal Spirtual Ecology: How Muslim Students can learn Stewardship through Aborginal Teachings.

Degree: 2012, University of Toronto

This study investigates the challenges and opportunities of using the Aboriginal principles of “Respect,” “Reciprocity,” “Relationship,” and “Responsibility” (known as the “4 R’s”), Seventh Generation… (more)

Subjects/Keywords: Environmental Education; Islamic Education; Stewardship Education; Islamic Schools; Religious Education; Aboriginal Teachings; 0516; 0515

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APA (6th Edition):

Ali, A. M. (2012). Islamic Environmental Stewardship through Aboriginal Spirtual Ecology: How Muslim Students can learn Stewardship through Aborginal Teachings. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/31981

Chicago Manual of Style (16th Edition):

Ali, Asma Maryam. “Islamic Environmental Stewardship through Aboriginal Spirtual Ecology: How Muslim Students can learn Stewardship through Aborginal Teachings.” 2012. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/31981.

MLA Handbook (7th Edition):

Ali, Asma Maryam. “Islamic Environmental Stewardship through Aboriginal Spirtual Ecology: How Muslim Students can learn Stewardship through Aborginal Teachings.” 2012. Web. 17 Jul 2019.

Vancouver:

Ali AM. Islamic Environmental Stewardship through Aboriginal Spirtual Ecology: How Muslim Students can learn Stewardship through Aborginal Teachings. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/31981.

Council of Science Editors:

Ali AM. Islamic Environmental Stewardship through Aboriginal Spirtual Ecology: How Muslim Students can learn Stewardship through Aborginal Teachings. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/31981


University of Toronto

12. Ekoh, Ijeoma. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.

Degree: 2012, University of Toronto

This thesis investigates the practice of high-stakes standardized testing in Nigeria. Examining its colonial histories, its philosophical incongruities with African indigenous education, and its neocolonial… (more)

Subjects/Keywords: Standardized Testing; African consciousness; Indigenous African Education; Nigerian Education; critical education; colonial education; 0998

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APA (6th Edition):

Ekoh, I. (2012). High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33647

Chicago Manual of Style (16th Edition):

Ekoh, Ijeoma. “High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.” 2012. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/33647.

MLA Handbook (7th Edition):

Ekoh, Ijeoma. “High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.” 2012. Web. 17 Jul 2019.

Vancouver:

Ekoh I. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/33647.

Council of Science Editors:

Ekoh I. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33647


University of Toronto

13. Schaeffer, Jeffrey. The Philosophy of Religious Education from an Eastern Monastic Perspective.

Degree: 2010, University of Toronto

This thesis explores principles inherent in Eastern Orthodox monasticism as they contribute to informing a philosophy of religious education. Beginning with an examination into the… (more)

Subjects/Keywords: monasticism; education; 0998

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APA (6th Edition):

Schaeffer, J. (2010). The Philosophy of Religious Education from an Eastern Monastic Perspective. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25674

Chicago Manual of Style (16th Edition):

Schaeffer, Jeffrey. “The Philosophy of Religious Education from an Eastern Monastic Perspective.” 2010. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/25674.

MLA Handbook (7th Edition):

Schaeffer, Jeffrey. “The Philosophy of Religious Education from an Eastern Monastic Perspective.” 2010. Web. 17 Jul 2019.

Vancouver:

Schaeffer J. The Philosophy of Religious Education from an Eastern Monastic Perspective. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/25674.

Council of Science Editors:

Schaeffer J. The Philosophy of Religious Education from an Eastern Monastic Perspective. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25674


University of Toronto

14. Sammut, Barbara Victoria Holly Ann. Animating Curriculum: An Exploration of Curriculum Integration.

Degree: 2013, University of Toronto

Abstract The expectation to teach content and skills within a structured educative setting creates a climate of tremendous challenge and opportunity for educators on a… (more)

Subjects/Keywords: education; curriculum; 0727

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APA (6th Edition):

Sammut, B. V. H. A. (2013). Animating Curriculum: An Exploration of Curriculum Integration. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42644

Chicago Manual of Style (16th Edition):

Sammut, Barbara Victoria Holly Ann. “Animating Curriculum: An Exploration of Curriculum Integration.” 2013. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/42644.

MLA Handbook (7th Edition):

Sammut, Barbara Victoria Holly Ann. “Animating Curriculum: An Exploration of Curriculum Integration.” 2013. Web. 17 Jul 2019.

Vancouver:

Sammut BVHA. Animating Curriculum: An Exploration of Curriculum Integration. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/42644.

Council of Science Editors:

Sammut BVHA. Animating Curriculum: An Exploration of Curriculum Integration. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42644


University of Toronto

15. Hynes, Melissa Kennedy. Orthopaedic Surgery Residents Perspectives on the Roles and Tasks Effective to Becoming a Competent Physician: A Mixed Methods Study.

Degree: 2012, University of Toronto

In Canada, residents’ views on which roles and tasks are effective to becoming a competent physician is not yet part of the research discourse. Ensuring… (more)

Subjects/Keywords: Postgraduate Medical education; competency-based education; Higher Education; CanMEDS; 0745

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APA (6th Edition):

Hynes, M. K. (2012). Orthopaedic Surgery Residents Perspectives on the Roles and Tasks Effective to Becoming a Competent Physician: A Mixed Methods Study. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33658

Chicago Manual of Style (16th Edition):

Hynes, Melissa Kennedy. “Orthopaedic Surgery Residents Perspectives on the Roles and Tasks Effective to Becoming a Competent Physician: A Mixed Methods Study.” 2012. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/33658.

MLA Handbook (7th Edition):

Hynes, Melissa Kennedy. “Orthopaedic Surgery Residents Perspectives on the Roles and Tasks Effective to Becoming a Competent Physician: A Mixed Methods Study.” 2012. Web. 17 Jul 2019.

Vancouver:

Hynes MK. Orthopaedic Surgery Residents Perspectives on the Roles and Tasks Effective to Becoming a Competent Physician: A Mixed Methods Study. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/33658.

Council of Science Editors:

Hynes MK. Orthopaedic Surgery Residents Perspectives on the Roles and Tasks Effective to Becoming a Competent Physician: A Mixed Methods Study. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33658


University of Toronto

16. Kritikos, Soula. Middle School Teachers' Successes and Challenges in Supporting Students' Mathematical Communication Using Manipulatives and Technology in a Professional Development Study.

Degree: 2018, University of Toronto

The case studies of four inner-city Grade 6 educators involved in a year-long Professional Development (PD) study were examined to determine: a) successes and challenges(more)

Subjects/Keywords: Elementary Education; Inner-City Education; Mathematics Education; Professional Development; 0515

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APA (6th Edition):

Kritikos, S. (2018). Middle School Teachers' Successes and Challenges in Supporting Students' Mathematical Communication Using Manipulatives and Technology in a Professional Development Study. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91473

Chicago Manual of Style (16th Edition):

Kritikos, Soula. “Middle School Teachers' Successes and Challenges in Supporting Students' Mathematical Communication Using Manipulatives and Technology in a Professional Development Study.” 2018. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/91473.

MLA Handbook (7th Edition):

Kritikos, Soula. “Middle School Teachers' Successes and Challenges in Supporting Students' Mathematical Communication Using Manipulatives and Technology in a Professional Development Study.” 2018. Web. 17 Jul 2019.

Vancouver:

Kritikos S. Middle School Teachers' Successes and Challenges in Supporting Students' Mathematical Communication Using Manipulatives and Technology in a Professional Development Study. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/91473.

Council of Science Editors:

Kritikos S. Middle School Teachers' Successes and Challenges in Supporting Students' Mathematical Communication Using Manipulatives and Technology in a Professional Development Study. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91473


University of Toronto

17. Nuttall, Chad. Everyday Tension between Collegiality and Managerialism: Administrators at a Canadian Research University.

Degree: 2012, University of Toronto

This thesis is an exploratory study focusing on the tension between managerialism and collegiality experience by mid-level academic administrators in Canadian higher education. The study… (more)

Subjects/Keywords: managerialism; collegiality; administrators; corporatisation; higher education; Canadian higher education; higher education management; 0745; 0514

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APA (6th Edition):

Nuttall, C. (2012). Everyday Tension between Collegiality and Managerialism: Administrators at a Canadian Research University. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/32451

Chicago Manual of Style (16th Edition):

Nuttall, Chad. “Everyday Tension between Collegiality and Managerialism: Administrators at a Canadian Research University.” 2012. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/32451.

MLA Handbook (7th Edition):

Nuttall, Chad. “Everyday Tension between Collegiality and Managerialism: Administrators at a Canadian Research University.” 2012. Web. 17 Jul 2019.

Vancouver:

Nuttall C. Everyday Tension between Collegiality and Managerialism: Administrators at a Canadian Research University. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/32451.

Council of Science Editors:

Nuttall C. Everyday Tension between Collegiality and Managerialism: Administrators at a Canadian Research University. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/32451


University of Toronto

18. Mou, Leping. The Liberal Arts Curriculum in China’s Christian Universities and Its Relevance to China’s Universities Today.

Degree: 2018, University of Toronto

This thesis considers the historical background, the development, and the characteristics of China’s Christian universities, with a special focus on their curriculum design. Through the… (more)

Subjects/Keywords: Christian universities; higher education reform; Liberal arts education; whole person education; 0458

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APA (6th Edition):

Mou, L. (2018). The Liberal Arts Curriculum in China’s Christian Universities and Its Relevance to China’s Universities Today. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/89591

Chicago Manual of Style (16th Edition):

Mou, Leping. “The Liberal Arts Curriculum in China’s Christian Universities and Its Relevance to China’s Universities Today.” 2018. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/89591.

MLA Handbook (7th Edition):

Mou, Leping. “The Liberal Arts Curriculum in China’s Christian Universities and Its Relevance to China’s Universities Today.” 2018. Web. 17 Jul 2019.

Vancouver:

Mou L. The Liberal Arts Curriculum in China’s Christian Universities and Its Relevance to China’s Universities Today. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/89591.

Council of Science Editors:

Mou L. The Liberal Arts Curriculum in China’s Christian Universities and Its Relevance to China’s Universities Today. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89591


University of Toronto

19. Tam, Ian Nathan. Possibilities and Challenges in Designing Knowledge Building Environments for Secondary School Mathematics.

Degree: 2016, University of Toronto

This research sought to introduce Knowledge Building pedagogy into Ontario secondary school mathematics classes to explore the extent to which discourse aimed at deep understanding… (more)

Subjects/Keywords: education; knowledge building; mathematics; 0515

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APA (6th Edition):

Tam, I. N. (2016). Possibilities and Challenges in Designing Knowledge Building Environments for Secondary School Mathematics. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/76042

Chicago Manual of Style (16th Edition):

Tam, Ian Nathan. “Possibilities and Challenges in Designing Knowledge Building Environments for Secondary School Mathematics.” 2016. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/76042.

MLA Handbook (7th Edition):

Tam, Ian Nathan. “Possibilities and Challenges in Designing Knowledge Building Environments for Secondary School Mathematics.” 2016. Web. 17 Jul 2019.

Vancouver:

Tam IN. Possibilities and Challenges in Designing Knowledge Building Environments for Secondary School Mathematics. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/76042.

Council of Science Editors:

Tam IN. Possibilities and Challenges in Designing Knowledge Building Environments for Secondary School Mathematics. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/76042


University of Toronto

20. Bonokoski, Nicholas. More Than A Curriculum: The Political Project of Radical Labour Education.

Degree: 2011, University of Toronto

This thesis analyzes the experiences of participants of the Canadian Labour Congress and Saskatchewan Federation of Labour radical labour youth activist training program “Solidarity Works.”… (more)

Subjects/Keywords: radical labour education; Solidarity Works

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APA (6th Edition):

Bonokoski, N. (2011). More Than A Curriculum: The Political Project of Radical Labour Education. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30076

Chicago Manual of Style (16th Edition):

Bonokoski, Nicholas. “More Than A Curriculum: The Political Project of Radical Labour Education.” 2011. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/30076.

MLA Handbook (7th Edition):

Bonokoski, Nicholas. “More Than A Curriculum: The Political Project of Radical Labour Education.” 2011. Web. 17 Jul 2019.

Vancouver:

Bonokoski N. More Than A Curriculum: The Political Project of Radical Labour Education. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/30076.

Council of Science Editors:

Bonokoski N. More Than A Curriculum: The Political Project of Radical Labour Education. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30076


University of Toronto

21. Clayton, Laura. Food Literacy Education: A Philosophical Perspective.

Degree: 2018, University of Toronto

In this thesis, I will argue through a critical democratic education lens for the inclusion of philosophical perspectives in a comprehensive food literacy education program… (more)

Subjects/Keywords: Critical Democratic Dialogue; Critical Democratic Education; Food Literacy Education; Philosophical Dialogue; Philosophy Education; Secondary Education; 0998

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APA (6th Edition):

Clayton, L. (2018). Food Literacy Education: A Philosophical Perspective. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/89592

Chicago Manual of Style (16th Edition):

Clayton, Laura. “Food Literacy Education: A Philosophical Perspective.” 2018. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/89592.

MLA Handbook (7th Edition):

Clayton, Laura. “Food Literacy Education: A Philosophical Perspective.” 2018. Web. 17 Jul 2019.

Vancouver:

Clayton L. Food Literacy Education: A Philosophical Perspective. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/89592.

Council of Science Editors:

Clayton L. Food Literacy Education: A Philosophical Perspective. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89592


University of Toronto

22. Boock, Rebecca. Constructing Whiteness: Regulating Aboriginal Identity.

Degree: 2009, University of Toronto

Curricula in classrooms facilitate a national amnesia of colonialism that renders inconceivable the possibility of Aboriginal heritage or mixed-blood presence in national subjects. This thesis… (more)

Subjects/Keywords: education; aboriginality

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APA (6th Edition):

Boock, R. (2009). Constructing Whiteness: Regulating Aboriginal Identity. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18068

Chicago Manual of Style (16th Edition):

Boock, Rebecca. “Constructing Whiteness: Regulating Aboriginal Identity.” 2009. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/18068.

MLA Handbook (7th Edition):

Boock, Rebecca. “Constructing Whiteness: Regulating Aboriginal Identity.” 2009. Web. 17 Jul 2019.

Vancouver:

Boock R. Constructing Whiteness: Regulating Aboriginal Identity. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/18068.

Council of Science Editors:

Boock R. Constructing Whiteness: Regulating Aboriginal Identity. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18068


University of Toronto

23. Mahamed, Fowzia. There is No Choice: Examining Somali Parents' Experience with Special Education.

Degree: 2010, University of Toronto

We now have a student population that is culturally, linguistically and economically diverse. This, in turn, has resulted in school board initiatives in response to… (more)

Subjects/Keywords: Special Education; Minority; 0515; 0525

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APA (6th Edition):

Mahamed, F. (2010). There is No Choice: Examining Somali Parents' Experience with Special Education. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/24231

Chicago Manual of Style (16th Edition):

Mahamed, Fowzia. “There is No Choice: Examining Somali Parents' Experience with Special Education.” 2010. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/24231.

MLA Handbook (7th Edition):

Mahamed, Fowzia. “There is No Choice: Examining Somali Parents' Experience with Special Education.” 2010. Web. 17 Jul 2019.

Vancouver:

Mahamed F. There is No Choice: Examining Somali Parents' Experience with Special Education. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/24231.

Council of Science Editors:

Mahamed F. There is No Choice: Examining Somali Parents' Experience with Special Education. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24231


University of Toronto

24. Rao, Julia Anne. Culturally Relevant Teaching in Rural Communities: An Ethnographic Case Study of three International Volunteer Teachers in Ecuador.

Degree: 2010, University of Toronto

This thesis explores how three international volunteers taught in rural Indigenous communities in Ecuador. It positions this exploration in the complexities and dilemmas of International… (more)

Subjects/Keywords: culturally relevant teaching; indigenous education; comparative international and development education; international aid education; education for all; cross-cultural teaching; 0727; 0700

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APA (6th Edition):

Rao, J. A. (2010). Culturally Relevant Teaching in Rural Communities: An Ethnographic Case Study of three International Volunteer Teachers in Ecuador. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25669

Chicago Manual of Style (16th Edition):

Rao, Julia Anne. “Culturally Relevant Teaching in Rural Communities: An Ethnographic Case Study of three International Volunteer Teachers in Ecuador.” 2010. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/25669.

MLA Handbook (7th Edition):

Rao, Julia Anne. “Culturally Relevant Teaching in Rural Communities: An Ethnographic Case Study of three International Volunteer Teachers in Ecuador.” 2010. Web. 17 Jul 2019.

Vancouver:

Rao JA. Culturally Relevant Teaching in Rural Communities: An Ethnographic Case Study of three International Volunteer Teachers in Ecuador. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/25669.

Council of Science Editors:

Rao JA. Culturally Relevant Teaching in Rural Communities: An Ethnographic Case Study of three International Volunteer Teachers in Ecuador. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25669


University of Toronto

25. Bickford, Robert. In Relationship: Expressive Writing as a Decolonizing Adult Learning Praxis.

Degree: 2015, University of Toronto

The central argument is that the traditional academic essay format, coerced into cognitivist conventions by the fear of appearing uncritical, preserves the hegemonic colonial mindset… (more)

Subjects/Keywords: Aboriginal education; adult education; decolonization; ethnography; Indigenous studies; writing; 0516

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APA (6th Edition):

Bickford, R. (2015). In Relationship: Expressive Writing as a Decolonizing Adult Learning Praxis. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69602

Chicago Manual of Style (16th Edition):

Bickford, Robert. “In Relationship: Expressive Writing as a Decolonizing Adult Learning Praxis.” 2015. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/69602.

MLA Handbook (7th Edition):

Bickford, Robert. “In Relationship: Expressive Writing as a Decolonizing Adult Learning Praxis.” 2015. Web. 17 Jul 2019.

Vancouver:

Bickford R. In Relationship: Expressive Writing as a Decolonizing Adult Learning Praxis. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/69602.

Council of Science Editors:

Bickford R. In Relationship: Expressive Writing as a Decolonizing Adult Learning Praxis. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69602


University of Toronto

26. Thornley-Hall, Gillian Alexandra. Mindfulness Education in the Development of Self-regulation in Elementary Aged Children.

Degree: 2015, University of Toronto

Abstract Elementary teachers are currently required to assess and report on students' learning skills in Ontario Ministry Progress and Term reports. Among those learning skills… (more)

Subjects/Keywords: Elementary Education; Meditation; Mindfulness; Mindfulness Education; Self-Regulation; Yoga; 0515

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APA (6th Edition):

Thornley-Hall, G. A. (2015). Mindfulness Education in the Development of Self-regulation in Elementary Aged Children. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69734

Chicago Manual of Style (16th Edition):

Thornley-Hall, Gillian Alexandra. “Mindfulness Education in the Development of Self-regulation in Elementary Aged Children.” 2015. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/69734.

MLA Handbook (7th Edition):

Thornley-Hall, Gillian Alexandra. “Mindfulness Education in the Development of Self-regulation in Elementary Aged Children.” 2015. Web. 17 Jul 2019.

Vancouver:

Thornley-Hall GA. Mindfulness Education in the Development of Self-regulation in Elementary Aged Children. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/69734.

Council of Science Editors:

Thornley-Hall GA. Mindfulness Education in the Development of Self-regulation in Elementary Aged Children. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69734


University of Toronto

27. Chow, Eunice Wing Hang. Teaching about Race and Racism: History Education, Teacher Subjectivity, and Pedagogical Practices.

Degree: 2015, University of Toronto

This Master’s thesis examines how a history teacher subject position emerges from the discursive practices of history teachers teaching about race and racism in Canadian… (more)

Subjects/Keywords: Canadian history; History education; Pedagogy; Poststructuralism; Secondary education; Teacher Identity; 0534

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APA (6th Edition):

Chow, E. W. H. (2015). Teaching about Race and Racism: History Education, Teacher Subjectivity, and Pedagogical Practices. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70273

Chicago Manual of Style (16th Edition):

Chow, Eunice Wing Hang. “Teaching about Race and Racism: History Education, Teacher Subjectivity, and Pedagogical Practices.” 2015. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/70273.

MLA Handbook (7th Edition):

Chow, Eunice Wing Hang. “Teaching about Race and Racism: History Education, Teacher Subjectivity, and Pedagogical Practices.” 2015. Web. 17 Jul 2019.

Vancouver:

Chow EWH. Teaching about Race and Racism: History Education, Teacher Subjectivity, and Pedagogical Practices. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/70273.

Council of Science Editors:

Chow EWH. Teaching about Race and Racism: History Education, Teacher Subjectivity, and Pedagogical Practices. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70273


University of Toronto

28. Kim, Brian Jin Chan. Post-anaesthesia Education for Parents of Pediatric Dental Patients having General Anaesthesia: Effect of the Presence of a Recovering Child on Recall and Compliance.

Degree: 2016, University of Toronto

Background: Post-anaesthesia education (P-AE) is a critical component of care typically provided to parents after their child’s dental treatment under general anaesthesia (GA) Objective: To… (more)

Subjects/Keywords: anaesthesia education; Anesthesia; Compliance; Dentistry; Education; Recall; 0567

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APA (6th Edition):

Kim, B. J. C. (2016). Post-anaesthesia Education for Parents of Pediatric Dental Patients having General Anaesthesia: Effect of the Presence of a Recovering Child on Recall and Compliance. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/74966

Chicago Manual of Style (16th Edition):

Kim, Brian Jin Chan. “Post-anaesthesia Education for Parents of Pediatric Dental Patients having General Anaesthesia: Effect of the Presence of a Recovering Child on Recall and Compliance.” 2016. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/74966.

MLA Handbook (7th Edition):

Kim, Brian Jin Chan. “Post-anaesthesia Education for Parents of Pediatric Dental Patients having General Anaesthesia: Effect of the Presence of a Recovering Child on Recall and Compliance.” 2016. Web. 17 Jul 2019.

Vancouver:

Kim BJC. Post-anaesthesia Education for Parents of Pediatric Dental Patients having General Anaesthesia: Effect of the Presence of a Recovering Child on Recall and Compliance. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/74966.

Council of Science Editors:

Kim BJC. Post-anaesthesia Education for Parents of Pediatric Dental Patients having General Anaesthesia: Effect of the Presence of a Recovering Child on Recall and Compliance. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/74966


University of Toronto

29. Joyce, Katherine Anne. A Safety Valve to Modern Living: Antimodernism, Citizenship, Leisure, and the Environment in Toronto's Outdoor Education Centres, 1953-1997.

Degree: 2012, University of Toronto

In 1960 the Toronto Board of Education opened its first residential outdoor education centre, the Toronto Island Natural Science School, which signaled the beginning of… (more)

Subjects/Keywords: History of Education; Outdoor Education; Ontario Education; Leisure Education; Metropolitan Toronto and Region Conservation Authority; Toronto Board of Education; Island Natural Science School; Albion Hills Conservation School; Citizenship Education; Environmental Education; Metropolitan Toronto School Board; Conservation Education; 0520; 0334

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APA (6th Edition):

Joyce, K. A. (2012). A Safety Valve to Modern Living: Antimodernism, Citizenship, Leisure, and the Environment in Toronto's Outdoor Education Centres, 1953-1997. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33656

Chicago Manual of Style (16th Edition):

Joyce, Katherine Anne. “A Safety Valve to Modern Living: Antimodernism, Citizenship, Leisure, and the Environment in Toronto's Outdoor Education Centres, 1953-1997.” 2012. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/33656.

MLA Handbook (7th Edition):

Joyce, Katherine Anne. “A Safety Valve to Modern Living: Antimodernism, Citizenship, Leisure, and the Environment in Toronto's Outdoor Education Centres, 1953-1997.” 2012. Web. 17 Jul 2019.

Vancouver:

Joyce KA. A Safety Valve to Modern Living: Antimodernism, Citizenship, Leisure, and the Environment in Toronto's Outdoor Education Centres, 1953-1997. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/33656.

Council of Science Editors:

Joyce KA. A Safety Valve to Modern Living: Antimodernism, Citizenship, Leisure, and the Environment in Toronto's Outdoor Education Centres, 1953-1997. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33656


University of Toronto

30. Biggar, Beverley. French as a Second Language: A Publisher's Perspective.

Degree: 2010, University of Toronto

This study examines French-as-a-second-language (FSL) learning in Canada through the lens of an educational publisher. The fields of language and policy planning, second language learning,… (more)

Subjects/Keywords: French as a second language; education stakeholders; FSL; education stakeholders; 0282

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APA (6th Edition):

Biggar, B. (2010). French as a Second Language: A Publisher's Perspective. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/24223

Chicago Manual of Style (16th Edition):

Biggar, Beverley. “French as a Second Language: A Publisher's Perspective.” 2010. Masters Thesis, University of Toronto. Accessed July 17, 2019. http://hdl.handle.net/1807/24223.

MLA Handbook (7th Edition):

Biggar, Beverley. “French as a Second Language: A Publisher's Perspective.” 2010. Web. 17 Jul 2019.

Vancouver:

Biggar B. French as a Second Language: A Publisher's Perspective. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Jul 17]. Available from: http://hdl.handle.net/1807/24223.

Council of Science Editors:

Biggar B. French as a Second Language: A Publisher's Perspective. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24223

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