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You searched for subject:( Inclusive education challenges ). Showing records 1 – 30 of 222 total matches.

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1. Li, Xinyu. Fresh Blood in the Labor Market: Challenges and Rewards of China's Returning Millennial Generation.

Degree: MAPS, Asia Pacific Studies, 2019, University of San Francisco

  In recent years, fresh blood has begun to emerge in China’s workplace: Chinese millennials who have gone abroad to study and received an overseas… (more)

Subjects/Keywords: Chinese millennial; overseas education; Chinese workplace; challenges; talent management; Chinese Studies; East Asian Languages and Societies; Human Resources Management; Labor Economics

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APA (6th Edition):

Li, X. (2019). Fresh Blood in the Labor Market: Challenges and Rewards of China's Returning Millennial Generation. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/908

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):

Li, Xinyu. “Fresh Blood in the Labor Market: Challenges and Rewards of China's Returning Millennial Generation.” 2019. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/908.

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

MLA Handbook (7th Edition):

Li, Xinyu. “Fresh Blood in the Labor Market: Challenges and Rewards of China's Returning Millennial Generation.” 2019. Web. 17 Jun 2019.

Vancouver:

Li X. Fresh Blood in the Labor Market: Challenges and Rewards of China's Returning Millennial Generation. [Internet] [Thesis]. University of San Francisco; 2019. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/908.

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

Council of Science Editors:

Li X. Fresh Blood in the Labor Market: Challenges and Rewards of China's Returning Millennial Generation. [Thesis]. University of San Francisco; 2019. Available from: https://repository.usfca.edu/capstone/908

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

2. Wang, Shuting. From Rural to Urban: Education Conditions of Migrant Children in China.

Degree: MAPS, Asia Pacific Studies, 2019, University of San Francisco

  With Chinese economic reform, masses of people have moved from rural areas to cities to seek job opportunities, many bringing school-aged children along with… (more)

Subjects/Keywords: Education

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APA (6th Edition):

Wang, S. (2019). From Rural to Urban: Education Conditions of Migrant Children in China. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/901

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):

Wang, Shuting. “From Rural to Urban: Education Conditions of Migrant Children in China.” 2019. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/901.

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

MLA Handbook (7th Edition):

Wang, Shuting. “From Rural to Urban: Education Conditions of Migrant Children in China.” 2019. Web. 17 Jun 2019.

Vancouver:

Wang S. From Rural to Urban: Education Conditions of Migrant Children in China. [Internet] [Thesis]. University of San Francisco; 2019. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/901.

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

Council of Science Editors:

Wang S. From Rural to Urban: Education Conditions of Migrant Children in China. [Thesis]. University of San Francisco; 2019. Available from: https://repository.usfca.edu/capstone/901

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

3. Camarena, RN, BSN, CNL, CPN, PHN, Lucy. Supporting Nurse Education in the Implementation of a Pediatric Delirium Assessment Protocol in the Pediatric Intensive Care Unit.

Degree: MSN, 2017, University of San Francisco

  Delirium has historically been under studied, more so in the pediatric population, despite its long term effects on patients’ health. The deficit in knowledge… (more)

Subjects/Keywords: Delirium; Pediatric; Education; Medical Education

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APA (6th Edition):

Camarena, RN, BSN, CNL, CPN, PHN, L. (2017). Supporting Nurse Education in the Implementation of a Pediatric Delirium Assessment Protocol in the Pediatric Intensive Care Unit. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/584

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):

Camarena, RN, BSN, CNL, CPN, PHN, Lucy. “Supporting Nurse Education in the Implementation of a Pediatric Delirium Assessment Protocol in the Pediatric Intensive Care Unit.” 2017. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/584.

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

MLA Handbook (7th Edition):

Camarena, RN, BSN, CNL, CPN, PHN, Lucy. “Supporting Nurse Education in the Implementation of a Pediatric Delirium Assessment Protocol in the Pediatric Intensive Care Unit.” 2017. Web. 17 Jun 2019.

Vancouver:

Camarena, RN, BSN, CNL, CPN, PHN L. Supporting Nurse Education in the Implementation of a Pediatric Delirium Assessment Protocol in the Pediatric Intensive Care Unit. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/584.

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

Council of Science Editors:

Camarena, RN, BSN, CNL, CPN, PHN L. Supporting Nurse Education in the Implementation of a Pediatric Delirium Assessment Protocol in the Pediatric Intensive Care Unit. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/584

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

4. Ferber, Samantha. Teaching Towards a Culture of Peace in Early Childhood Education Classrooms.

Degree: MAin International and Multicultural Education (IME), Education, 2018, University of San Francisco

  This curriculum guide was conceived keeping in mind the diverse educational settings of early childhood education in the United States. It is especially targeted… (more)

Subjects/Keywords: early childhood; education; preschool; peace education; Early Childhood Education; Education

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APA (6th Edition):

Ferber, S. (2018). Teaching Towards a Culture of Peace in Early Childhood Education Classrooms. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/751

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):

Ferber, Samantha. “Teaching Towards a Culture of Peace in Early Childhood Education Classrooms.” 2018. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/751.

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

MLA Handbook (7th Edition):

Ferber, Samantha. “Teaching Towards a Culture of Peace in Early Childhood Education Classrooms.” 2018. Web. 17 Jun 2019.

Vancouver:

Ferber S. Teaching Towards a Culture of Peace in Early Childhood Education Classrooms. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/751.

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

Council of Science Editors:

Ferber S. Teaching Towards a Culture of Peace in Early Childhood Education Classrooms. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/751

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

5. Gray, Marissa D. Molding Minds for Peace: A Curriculum for Early Childhood Educators to Teach Peacebuilding Concepts and Skills.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2016, University of San Francisco

  The United States is amidst a period of substantial growth in diversity. This diversification along with feelings of anti-immigrant sentiment has also led to… (more)

Subjects/Keywords: multicultural education; peace education; curriculum; early childhood education; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Gray, M. D. (2016). Molding Minds for Peace: A Curriculum for Early Childhood Educators to Teach Peacebuilding Concepts and Skills. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/459

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):

Gray, Marissa D. “Molding Minds for Peace: A Curriculum for Early Childhood Educators to Teach Peacebuilding Concepts and Skills.” 2016. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/459.

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

MLA Handbook (7th Edition):

Gray, Marissa D. “Molding Minds for Peace: A Curriculum for Early Childhood Educators to Teach Peacebuilding Concepts and Skills.” 2016. Web. 17 Jun 2019.

Vancouver:

Gray MD. Molding Minds for Peace: A Curriculum for Early Childhood Educators to Teach Peacebuilding Concepts and Skills. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/459.

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

Council of Science Editors:

Gray MD. Molding Minds for Peace: A Curriculum for Early Childhood Educators to Teach Peacebuilding Concepts and Skills. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/459

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

6. Elder, Janet. Anti-Racist Education Through the Visual Arts: Lesson Plans for Early Childhood Educators.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2018, University of San Francisco

  Despite the shifting racial and ethnic demographics of the United States, as well as the increase of children enrolling in public preschools, early childhood… (more)

Subjects/Keywords: anti-racist education; early childhood education; visual arts; Art Education; Early Childhood Education

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APA (6th Edition):

Elder, J. (2018). Anti-Racist Education Through the Visual Arts: Lesson Plans for Early Childhood Educators. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/753

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):

Elder, Janet. “Anti-Racist Education Through the Visual Arts: Lesson Plans for Early Childhood Educators.” 2018. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/753.

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

MLA Handbook (7th Edition):

Elder, Janet. “Anti-Racist Education Through the Visual Arts: Lesson Plans for Early Childhood Educators.” 2018. Web. 17 Jun 2019.

Vancouver:

Elder J. Anti-Racist Education Through the Visual Arts: Lesson Plans for Early Childhood Educators. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/753.

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

Council of Science Editors:

Elder J. Anti-Racist Education Through the Visual Arts: Lesson Plans for Early Childhood Educators. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/753

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

7. KUANG, YUE. Creating a Curriculum for Preschool Educators in Asia: How to Teach Kindergarteners Speaking and Listening Skills in English through Games.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  There is a rapid development of science and technology, and international information exchanges have become increasingly frequent as well in 21st century. English learning… (more)

Subjects/Keywords: English education; early childhood education; Asia; TPR; CLT; Bilingual, Multilingual, and Multicultural Education; Early Childhood Education; International and Comparative Education

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APA (6th Edition):

KUANG, Y. (2017). Creating a Curriculum for Preschool Educators in Asia: How to Teach Kindergarteners Speaking and Listening Skills in English through Games. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/494

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):

KUANG, YUE. “Creating a Curriculum for Preschool Educators in Asia: How to Teach Kindergarteners Speaking and Listening Skills in English through Games.” 2017. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/494.

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

MLA Handbook (7th Edition):

KUANG, YUE. “Creating a Curriculum for Preschool Educators in Asia: How to Teach Kindergarteners Speaking and Listening Skills in English through Games.” 2017. Web. 17 Jun 2019.

Vancouver:

KUANG Y. Creating a Curriculum for Preschool Educators in Asia: How to Teach Kindergarteners Speaking and Listening Skills in English through Games. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/494.

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

Council of Science Editors:

KUANG Y. Creating a Curriculum for Preschool Educators in Asia: How to Teach Kindergarteners Speaking and Listening Skills in English through Games. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/494

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

8. Arduini, Barbara J. Where East Meets West: Human Rights Education in Bulgaria.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2016, University of San Francisco

  In today’s increasingly globalized world, both the US and Bulgaria are at a cultural crossroads. The rise of immigration due to war and the… (more)

Subjects/Keywords: Bulgaria; Human Rights Education; intercultural communication; creative writing; secondary education; International and Comparative Education

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APA (6th Edition):

Arduini, B. J. (2016). Where East Meets West: Human Rights Education in Bulgaria. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/356

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):

Arduini, Barbara J. “Where East Meets West: Human Rights Education in Bulgaria.” 2016. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/356.

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

MLA Handbook (7th Edition):

Arduini, Barbara J. “Where East Meets West: Human Rights Education in Bulgaria.” 2016. Web. 17 Jun 2019.

Vancouver:

Arduini BJ. Where East Meets West: Human Rights Education in Bulgaria. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/356.

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

Council of Science Editors:

Arduini BJ. Where East Meets West: Human Rights Education in Bulgaria. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/356

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

9. Zhang, Xiaoyi. Mandarin Chinese Tone Identification Training: Developing Materials for Second and Third Grade Classes in Mandarin Chinese Immersion Programs.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2018, University of San Francisco

  Among all the different perspectives of Mandarin teaching, Mandarin tone teaching and practicing has been largely ignored. The lack of attention and materials for… (more)

Subjects/Keywords: Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Elementary Education; Language and Literacy Education

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APA (6th Edition):

Zhang, X. (2018). Mandarin Chinese Tone Identification Training: Developing Materials for Second and Third Grade Classes in Mandarin Chinese Immersion Programs. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/764

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):

Zhang, Xiaoyi. “Mandarin Chinese Tone Identification Training: Developing Materials for Second and Third Grade Classes in Mandarin Chinese Immersion Programs.” 2018. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/764.

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

MLA Handbook (7th Edition):

Zhang, Xiaoyi. “Mandarin Chinese Tone Identification Training: Developing Materials for Second and Third Grade Classes in Mandarin Chinese Immersion Programs.” 2018. Web. 17 Jun 2019.

Vancouver:

Zhang X. Mandarin Chinese Tone Identification Training: Developing Materials for Second and Third Grade Classes in Mandarin Chinese Immersion Programs. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/764.

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

Council of Science Editors:

Zhang X. Mandarin Chinese Tone Identification Training: Developing Materials for Second and Third Grade Classes in Mandarin Chinese Immersion Programs. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/764

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

10. Santos, Carole. Delirium Education for Nurses on a Medical-Surgical Unit.

Degree: MSN, 2015, University of San Francisco

  Failure to recognize delirium compromises patient safety and may lead to harmful outcomes. By June 2015, nurses on medical-surgical units will screen 100-percent of… (more)

Subjects/Keywords: nursing; delirium; education; Nursing

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APA (6th Edition):

Santos, C. (2015). Delirium Education for Nurses on a Medical-Surgical Unit. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/114

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):

Santos, Carole. “Delirium Education for Nurses on a Medical-Surgical Unit.” 2015. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/114.

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

MLA Handbook (7th Edition):

Santos, Carole. “Delirium Education for Nurses on a Medical-Surgical Unit.” 2015. Web. 17 Jun 2019.

Vancouver:

Santos C. Delirium Education for Nurses on a Medical-Surgical Unit. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/114.

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

Council of Science Editors:

Santos C. Delirium Education for Nurses on a Medical-Surgical Unit. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/capstone/114

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

11. Kearns, Jack J. Using Enviromnetal Science Education to Empower Urban Youth to Overcome Environmental Injustices and Become Engaged Eco-Citizens.

Degree: MSEM, Environmental Management, 2014, University of San Francisco

  Science education, especially the discipline of environmental science, carries the unique opportunity to engage and empower urban youth of diverse backgrounds. Environmental science education(more)

Subjects/Keywords: Science and Mathematics Education

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APA (6th Edition):

Kearns, J. J. (2014). Using Enviromnetal Science Education to Empower Urban Youth to Overcome Environmental Injustices and Become Engaged Eco-Citizens. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/28

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):

Kearns, Jack J. “Using Enviromnetal Science Education to Empower Urban Youth to Overcome Environmental Injustices and Become Engaged Eco-Citizens.” 2014. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/28.

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

MLA Handbook (7th Edition):

Kearns, Jack J. “Using Enviromnetal Science Education to Empower Urban Youth to Overcome Environmental Injustices and Become Engaged Eco-Citizens.” 2014. Web. 17 Jun 2019.

Vancouver:

Kearns JJ. Using Enviromnetal Science Education to Empower Urban Youth to Overcome Environmental Injustices and Become Engaged Eco-Citizens. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/28.

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

Council of Science Editors:

Kearns JJ. Using Enviromnetal Science Education to Empower Urban Youth to Overcome Environmental Injustices and Become Engaged Eco-Citizens. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/capstone/28

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

12. Araiza, Karina E. Latina/o Immigrant Parents Becoming Better Advocates for their Middle School Aged Adolescents.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

  The purpose of this project is to provide Latina/o parents with different tools and strategies to better advocate for their children in the American… (more)

Subjects/Keywords: Bilingual; Multilingual; and Multicultural Education

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APA (6th Edition):

Araiza, K. E. (2016). Latina/o Immigrant Parents Becoming Better Advocates for their Middle School Aged Adolescents. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/335

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):

Araiza, Karina E. “Latina/o Immigrant Parents Becoming Better Advocates for their Middle School Aged Adolescents.” 2016. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/335.

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

MLA Handbook (7th Edition):

Araiza, Karina E. “Latina/o Immigrant Parents Becoming Better Advocates for their Middle School Aged Adolescents.” 2016. Web. 17 Jun 2019.

Vancouver:

Araiza KE. Latina/o Immigrant Parents Becoming Better Advocates for their Middle School Aged Adolescents. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/335.

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

Council of Science Editors:

Araiza KE. Latina/o Immigrant Parents Becoming Better Advocates for their Middle School Aged Adolescents. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/335

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

13. Yeh, Han Hsiu. Filling the Gap-A Handbook for Immigrant Families to Communicate with Teacher in U.S.A.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

  The purpose of this field project is to fill the communication gap between immigrant families, teachers and school by designing a foundation level English… (more)

Subjects/Keywords: Bilingual; Multilingual; and Multicultural Education

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APA (6th Edition):

Yeh, H. H. (2016). Filling the Gap-A Handbook for Immigrant Families to Communicate with Teacher in U.S.A. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/342

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):

Yeh, Han Hsiu. “Filling the Gap-A Handbook for Immigrant Families to Communicate with Teacher in U.S.A.” 2016. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/342.

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

MLA Handbook (7th Edition):

Yeh, Han Hsiu. “Filling the Gap-A Handbook for Immigrant Families to Communicate with Teacher in U.S.A.” 2016. Web. 17 Jun 2019.

Vancouver:

Yeh HH. Filling the Gap-A Handbook for Immigrant Families to Communicate with Teacher in U.S.A. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/342.

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

Council of Science Editors:

Yeh HH. Filling the Gap-A Handbook for Immigrant Families to Communicate with Teacher in U.S.A. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/342

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

14. Parsons, Sarah Rose. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  The daily metrics of the teaching profession can prove emotionally and physically taxing, especially when compared to the current rapidly growing veil of technological… (more)

Subjects/Keywords: idea mapping; professional development; cognition; workshop; education; Adult and Continuing Education; Other Education; Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Parsons, S. R. (2017). Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/488

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):

Parsons, Sarah Rose. “Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.” 2017. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/488.

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

MLA Handbook (7th Edition):

Parsons, Sarah Rose. “Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators.” 2017. Web. 17 Jun 2019.

Vancouver:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/488.

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

Council of Science Editors:

Parsons SR. Integrating Idea Mapping into Professional Development and Practice: A Guidebook for Educators. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/488

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

15. Fox, Daniel MacMaster. That’s So Gay: An Analysis of LGBTQIA+ Students and School Climate Within Institutions of Higher Education.

Degree: MAin International and Multicultural Education (IME), Education, 2017, University of San Francisco

  Institutions of higher education are composed of LGBTQIA+ (Lesbian, Gay, Bisexual, Transgender, Queer, Intersex, Asexual, and + to be inclusive of all identities) communities… (more)

Subjects/Keywords: LGBT; queer; higher education; school climate; intersectionality; dialogue; Higher Education

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APA (6th Edition):

Fox, D. M. (2017). That’s So Gay: An Analysis of LGBTQIA+ Students and School Climate Within Institutions of Higher Education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/542

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):

Fox, Daniel MacMaster. “That’s So Gay: An Analysis of LGBTQIA+ Students and School Climate Within Institutions of Higher Education.” 2017. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/542.

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

MLA Handbook (7th Edition):

Fox, Daniel MacMaster. “That’s So Gay: An Analysis of LGBTQIA+ Students and School Climate Within Institutions of Higher Education.” 2017. Web. 17 Jun 2019.

Vancouver:

Fox DM. That’s So Gay: An Analysis of LGBTQIA+ Students and School Climate Within Institutions of Higher Education. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/542.

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

Council of Science Editors:

Fox DM. That’s So Gay: An Analysis of LGBTQIA+ Students and School Climate Within Institutions of Higher Education. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/542

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

16. Basco, Michelle. A Roadmap for the Journey Home - A Supplemental Tool Guiding Patients from Hospital to Home.

Degree: MPH, 2017, University of San Francisco

  Centers for Medicare and Medicaid (CMS) have recognized readmission rates as a public health problem. CMS incentivizes hospitals to reduce readmission rates and reduce… (more)

Subjects/Keywords: Readmission; Patient Education; Discharge; Public Health; Public Health Education and Promotion

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APA (6th Edition):

Basco, M. (2017). A Roadmap for the Journey Home - A Supplemental Tool Guiding Patients from Hospital to Home. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/690

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):

Basco, Michelle. “A Roadmap for the Journey Home - A Supplemental Tool Guiding Patients from Hospital to Home.” 2017. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/690.

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

MLA Handbook (7th Edition):

Basco, Michelle. “A Roadmap for the Journey Home - A Supplemental Tool Guiding Patients from Hospital to Home.” 2017. Web. 17 Jun 2019.

Vancouver:

Basco M. A Roadmap for the Journey Home - A Supplemental Tool Guiding Patients from Hospital to Home. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/690.

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

Council of Science Editors:

Basco M. A Roadmap for the Journey Home - A Supplemental Tool Guiding Patients from Hospital to Home. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/690

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

17. Hazzard, Windi. Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools.

Degree: MAin International and Multicultural Education (IME), International and Multicultural Education (IME), 2017, University of San Francisco

  For the better half of a century, education policy has been guided by economics and profit. One after another, every U.S. president since the… (more)

Subjects/Keywords: Education & Economics; Educational Policy & Reform; Neoliberalism; Community Organization; Community-based Social Services; Bilingual, Multilingual, and Multicultural Education; Disability and Equity in Education; Early Childhood Education; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Elementary Education; Other Education; Other Educational Administration and Supervision; Other Teacher Education and Professional Development; Secondary Education; Urban Education

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APA (6th Edition):

Hazzard, W. (2017). Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/522

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):

Hazzard, Windi. “Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools.” 2017. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/522.

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

MLA Handbook (7th Edition):

Hazzard, Windi. “Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools.” 2017. Web. 17 Jun 2019.

Vancouver:

Hazzard W. Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/522.

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

Council of Science Editors:

Hazzard W. Neighborhood Strategizing: Understanding Community Collaborations within California Bay Area Public Schools. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/522

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

18. Chen, Chun Mei. Reduing Hospital Readmissions: IDEAL Discharge Planning for Heart Failure Management.

Degree: MSN, 2018, University of San Francisco

  Abstract The objectives during this project were to achieve by the end of 2018 an overall reduction of 25% in HF readmissions within 30… (more)

Subjects/Keywords: Heart Failure; Readmissions; Patient education; IDEAL Discharge Planning; Adult and Continuing Education; Education; Educational Assessment, Evaluation, and Research; Finance and Financial Management; Geriatric Nursing; Health and Physical Education; Interprofessional Education; Language and Literacy Education; Public Health Education and Promotion

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APA (6th Edition):

Chen, C. M. (2018). Reduing Hospital Readmissions: IDEAL Discharge Planning for Heart Failure Management. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/786

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):

Chen, Chun Mei. “Reduing Hospital Readmissions: IDEAL Discharge Planning for Heart Failure Management.” 2018. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/786.

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

MLA Handbook (7th Edition):

Chen, Chun Mei. “Reduing Hospital Readmissions: IDEAL Discharge Planning for Heart Failure Management.” 2018. Web. 17 Jun 2019.

Vancouver:

Chen CM. Reduing Hospital Readmissions: IDEAL Discharge Planning for Heart Failure Management. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/786.

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

Council of Science Editors:

Chen CM. Reduing Hospital Readmissions: IDEAL Discharge Planning for Heart Failure Management. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/786

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

19. Lassiter, Misty R. Collaborative and Genre-Based Writing in the L2 Writing Classroom.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2014, University of San Francisco

  In the field of second language writing, L2 students should be empowered to express their personal voice in writing. Often, students are encouraged to… (more)

Subjects/Keywords: genre theory; collaborative writing; linguistic identity; intercultural rhetoric; Bilingual, Multilingual, and Multicultural Education; Higher Education; Other Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lassiter, M. R. (2014). Collaborative and Genre-Based Writing in the L2 Writing Classroom. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/79

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):

Lassiter, Misty R. “Collaborative and Genre-Based Writing in the L2 Writing Classroom.” 2014. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/79.

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

MLA Handbook (7th Edition):

Lassiter, Misty R. “Collaborative and Genre-Based Writing in the L2 Writing Classroom.” 2014. Web. 17 Jun 2019.

Vancouver:

Lassiter MR. Collaborative and Genre-Based Writing in the L2 Writing Classroom. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/79.

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

Council of Science Editors:

Lassiter MR. Collaborative and Genre-Based Writing in the L2 Writing Classroom. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/capstone/79

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

20. Jew, Jordan A. Developing Inter-Professional Oral Health Education: An Evaluation of Educational Resources.

Degree: MSBH, 2015, University of San Francisco

  As healthcare continues to evolve, providers will need to uphold the quality of patient care provided to patients. Traditional healthcare holds many gaps that… (more)

Subjects/Keywords: inter-professional education; dentistry; patient care; oral health education; collaborative; healthcare; Education; Medicine and Health Sciences; Social and Behavioral Sciences

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APA (6th Edition):

Jew, J. A. (2015). Developing Inter-Professional Oral Health Education: An Evaluation of Educational Resources. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/207

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):

Jew, Jordan A. “Developing Inter-Professional Oral Health Education: An Evaluation of Educational Resources.” 2015. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/207.

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

MLA Handbook (7th Edition):

Jew, Jordan A. “Developing Inter-Professional Oral Health Education: An Evaluation of Educational Resources.” 2015. Web. 17 Jun 2019.

Vancouver:

Jew JA. Developing Inter-Professional Oral Health Education: An Evaluation of Educational Resources. [Internet] [Thesis]. University of San Francisco; 2015. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/207.

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

Council of Science Editors:

Jew JA. Developing Inter-Professional Oral Health Education: An Evaluation of Educational Resources. [Thesis]. University of San Francisco; 2015. Available from: https://repository.usfca.edu/capstone/207

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

21. Armes, Jeremy W. Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

  This project explores how to increase the reliability of subjective language assessments. What are the major factors that affect reliability, and what can educators… (more)

Subjects/Keywords: Assessment; Reliability; Language Testing; Curriculum and Instruction; Elementary Education and Teaching; International and Comparative Education; Other Teacher Education and Professional Development

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Armes, J. W. (2016). Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/338

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):

Armes, Jeremy W. “Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments.” 2016. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/338.

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

MLA Handbook (7th Edition):

Armes, Jeremy W. “Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments.” 2016. Web. 17 Jun 2019.

Vancouver:

Armes JW. Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/338.

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

Council of Science Editors:

Armes JW. Quantifying the Qualitative: Increasing the Reliability of Subjective Language Assessments. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/338

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

22. Young, Jennifer L. An Interactive Environmental Approach to Teaching English as a Second Language.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2016, University of San Francisco

  This field project offers lessons related to ecoliteracy and environmental understanding for intermediate to advanced English Language Learners. It contains an ESL Ecoliteracy Student… (more)

Subjects/Keywords: Ecoliteracy; Environmental Education; Place Based Language Learning; ESL; ELD; Outdoor Education; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Young, J. L. (2016). An Interactive Environmental Approach to Teaching English as a Second Language. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/449

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):

Young, Jennifer L. “An Interactive Environmental Approach to Teaching English as a Second Language.” 2016. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/449.

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

MLA Handbook (7th Edition):

Young, Jennifer L. “An Interactive Environmental Approach to Teaching English as a Second Language.” 2016. Web. 17 Jun 2019.

Vancouver:

Young JL. An Interactive Environmental Approach to Teaching English as a Second Language. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/449.

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

Council of Science Editors:

Young JL. An Interactive Environmental Approach to Teaching English as a Second Language. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/capstone/449

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

23. Wei, Mengjie. Strategies for First-Year University ESL Students to Improve Essay Writing Skills.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), Education, 2017, University of San Francisco

  This project provides a writing guidebook for first-year university level English as a Second Language (ESL) students and teachers. Most ESL students have difficulties… (more)

Subjects/Keywords: ESL; First-Year University Students; Essay Writing Skills; Bilingual, Multilingual, and Multicultural Education; Language and Literacy Education; Secondary Education

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APA (6th Edition):

Wei, M. (2017). Strategies for First-Year University ESL Students to Improve Essay Writing Skills. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/536

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):

Wei, Mengjie. “Strategies for First-Year University ESL Students to Improve Essay Writing Skills.” 2017. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/536.

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

MLA Handbook (7th Edition):

Wei, Mengjie. “Strategies for First-Year University ESL Students to Improve Essay Writing Skills.” 2017. Web. 17 Jun 2019.

Vancouver:

Wei M. Strategies for First-Year University ESL Students to Improve Essay Writing Skills. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/536.

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

Council of Science Editors:

Wei M. Strategies for First-Year University ESL Students to Improve Essay Writing Skills. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/536

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

24. Lee, Gaeun. Cultivating Student Voice: Writing as a Tool for Multilingual and Multicultural Students to Develop Language, Identity, and Cultural Competence.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2017, University of San Francisco

  The importance of using writing as an educational tool to English learners cannot be understated. It is critical for youth learning English as their… (more)

Subjects/Keywords: English learners; TESOL/ESL; Secondary; Curriculum; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Language and Literacy Education; Secondary Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lee, G. (2017). Cultivating Student Voice: Writing as a Tool for Multilingual and Multicultural Students to Develop Language, Identity, and Cultural Competence. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/721

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):

Lee, Gaeun. “Cultivating Student Voice: Writing as a Tool for Multilingual and Multicultural Students to Develop Language, Identity, and Cultural Competence.” 2017. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/721.

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

MLA Handbook (7th Edition):

Lee, Gaeun. “Cultivating Student Voice: Writing as a Tool for Multilingual and Multicultural Students to Develop Language, Identity, and Cultural Competence.” 2017. Web. 17 Jun 2019.

Vancouver:

Lee G. Cultivating Student Voice: Writing as a Tool for Multilingual and Multicultural Students to Develop Language, Identity, and Cultural Competence. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/721.

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

Council of Science Editors:

Lee G. Cultivating Student Voice: Writing as a Tool for Multilingual and Multicultural Students to Develop Language, Identity, and Cultural Competence. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/721

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

25. Carranza, Johanna. Thinking Outside the Box: Incorporating Critical Thinking Strategies in ESL Reading & Writing Instruction.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2018, University of San Francisco

  ABSTRACT ESL students in the United States avail the resources of community college to achieve their goal of academic excellence. However, many community colleges… (more)

Subjects/Keywords: ESL; Reading; Writing; Critical thinkings; Human rights.; Adult and Continuing Education and Teaching; Bilingual, Multilingual, and Multicultural Education; Other Education

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APA (6th Edition):

Carranza, J. (2018). Thinking Outside the Box: Incorporating Critical Thinking Strategies in ESL Reading & Writing Instruction. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/734

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):

Carranza, Johanna. “Thinking Outside the Box: Incorporating Critical Thinking Strategies in ESL Reading & Writing Instruction.” 2018. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/734.

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

MLA Handbook (7th Edition):

Carranza, Johanna. “Thinking Outside the Box: Incorporating Critical Thinking Strategies in ESL Reading & Writing Instruction.” 2018. Web. 17 Jun 2019.

Vancouver:

Carranza J. Thinking Outside the Box: Incorporating Critical Thinking Strategies in ESL Reading & Writing Instruction. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/734.

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

Council of Science Editors:

Carranza J. Thinking Outside the Box: Incorporating Critical Thinking Strategies in ESL Reading & Writing Instruction. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/734

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

26. Ye, Bei. Teaching English in China’s Shadow Education Settings Where Communicative Competence Is Left Out.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2018, University of San Francisco

  English shadow education, whose curriculum in the shadow mimics the curriculum inside the school (Zhang, 2014) has become increasingly prevalent in China. The fact… (more)

Subjects/Keywords: English shadow education; the Communicative Approach; the Grammar Translation Method; China education system; Bilingual, Multilingual, and Multicultural Education; Educational Methods

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APA (6th Edition):

Ye, B. (2018). Teaching English in China’s Shadow Education Settings Where Communicative Competence Is Left Out. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/778

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):

Ye, Bei. “Teaching English in China’s Shadow Education Settings Where Communicative Competence Is Left Out.” 2018. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/778.

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

MLA Handbook (7th Edition):

Ye, Bei. “Teaching English in China’s Shadow Education Settings Where Communicative Competence Is Left Out.” 2018. Web. 17 Jun 2019.

Vancouver:

Ye B. Teaching English in China’s Shadow Education Settings Where Communicative Competence Is Left Out. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/778.

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

Council of Science Editors:

Ye B. Teaching English in China’s Shadow Education Settings Where Communicative Competence Is Left Out. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/778

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

27. DiGiammarino, Alicia. Creating a More Collaborative Tomorrow: Development of a Patient Engagement Curriculum for a School of Nursing and Health Professions.

Degree: MSBH, 2018, University of San Francisco

  Background: Healthcare has been moving steadily toward a patient-centered paradigm that seeks to involve patients more in their own care. Teaching communication skills to… (more)

Subjects/Keywords: health education; patient engagement; patient-centered care; Curriculum and Instruction; Educational Methods; Health and Physical Education; Public Health Education and Promotion

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APA (6th Edition):

DiGiammarino, A. (2018). Creating a More Collaborative Tomorrow: Development of a Patient Engagement Curriculum for a School of Nursing and Health Professions. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/813

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):

DiGiammarino, Alicia. “Creating a More Collaborative Tomorrow: Development of a Patient Engagement Curriculum for a School of Nursing and Health Professions.” 2018. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/813.

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

MLA Handbook (7th Edition):

DiGiammarino, Alicia. “Creating a More Collaborative Tomorrow: Development of a Patient Engagement Curriculum for a School of Nursing and Health Professions.” 2018. Web. 17 Jun 2019.

Vancouver:

DiGiammarino A. Creating a More Collaborative Tomorrow: Development of a Patient Engagement Curriculum for a School of Nursing and Health Professions. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/813.

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

Council of Science Editors:

DiGiammarino A. Creating a More Collaborative Tomorrow: Development of a Patient Engagement Curriculum for a School of Nursing and Health Professions. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/813

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

28. Fuller, Ryan. Health Care Improvement Initiative: Outcomes and Impact of an Academic-Practice Partnership Between a Large Integrated Health System’s Nurse Scholars Academy and the University of San Francisco School of Nursing and Health Professions.

Degree: MSN, 2018, University of San Francisco

  By December 2018, a large integrated health system’s Nurse Scholars Academy (NSA) will have financially-sponsored 64 registered nurses to return to school through a… (more)

Subjects/Keywords: Registered Nurse; Academic Practice Partnership; Tuition Assistance; Outcome Measurement; Graduate Education; Health and Physical Education; Higher Education; Nursing

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APA (6th Edition):

Fuller, R. (2018). Health Care Improvement Initiative: Outcomes and Impact of an Academic-Practice Partnership Between a Large Integrated Health System’s Nurse Scholars Academy and the University of San Francisco School of Nursing and Health Professions. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/843

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):

Fuller, Ryan. “Health Care Improvement Initiative: Outcomes and Impact of an Academic-Practice Partnership Between a Large Integrated Health System’s Nurse Scholars Academy and the University of San Francisco School of Nursing and Health Professions.” 2018. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/843.

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

MLA Handbook (7th Edition):

Fuller, Ryan. “Health Care Improvement Initiative: Outcomes and Impact of an Academic-Practice Partnership Between a Large Integrated Health System’s Nurse Scholars Academy and the University of San Francisco School of Nursing and Health Professions.” 2018. Web. 17 Jun 2019.

Vancouver:

Fuller R. Health Care Improvement Initiative: Outcomes and Impact of an Academic-Practice Partnership Between a Large Integrated Health System’s Nurse Scholars Academy and the University of San Francisco School of Nursing and Health Professions. [Internet] [Thesis]. University of San Francisco; 2018. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/843.

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

Council of Science Editors:

Fuller R. Health Care Improvement Initiative: Outcomes and Impact of an Academic-Practice Partnership Between a Large Integrated Health System’s Nurse Scholars Academy and the University of San Francisco School of Nursing and Health Professions. [Thesis]. University of San Francisco; 2018. Available from: https://repository.usfca.edu/capstone/843

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

29. Ybarra, Natalie. Development and Implementation of a Patient Education Tool to Increase Fall Risk Awareness.

Degree: MSN, 2014, University of San Francisco

  The Clinical Nurse Leader (CNL) project is intended to identify a problem and implement an intervention that will change the current problem in a… (more)

Subjects/Keywords: fall; patient education; awareness; safety; Nursing

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Ybarra, N. (2014). Development and Implementation of a Patient Education Tool to Increase Fall Risk Awareness. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/71

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):

Ybarra, Natalie. “Development and Implementation of a Patient Education Tool to Increase Fall Risk Awareness.” 2014. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/71.

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

MLA Handbook (7th Edition):

Ybarra, Natalie. “Development and Implementation of a Patient Education Tool to Increase Fall Risk Awareness.” 2014. Web. 17 Jun 2019.

Vancouver:

Ybarra N. Development and Implementation of a Patient Education Tool to Increase Fall Risk Awareness. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/71.

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

Council of Science Editors:

Ybarra N. Development and Implementation of a Patient Education Tool to Increase Fall Risk Awareness. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/capstone/71

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

30. Lee, Dora. Teaching Health Literacy in Conjunction with ESL.

Degree: MAin Teaching English to Speakers of Other Languages (TESOL), International and Multicultural Education (IME), 2014, University of San Francisco

  In the United States, many English as a Second Language (ESL) speakers who have limited English proficiency also have low levels of health literacy.… (more)

Subjects/Keywords: English as a Second Language; health literacy; curriculum; United States; education; Adult and Continuing Education and Teaching; Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Other Education

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6th Edition):

Lee, D. (2014). Teaching Health Literacy in Conjunction with ESL. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/94

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):

Lee, Dora. “Teaching Health Literacy in Conjunction with ESL.” 2014. Thesis, University of San Francisco. Accessed June 17, 2019. https://repository.usfca.edu/capstone/94.

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

MLA Handbook (7th Edition):

Lee, Dora. “Teaching Health Literacy in Conjunction with ESL.” 2014. Web. 17 Jun 2019.

Vancouver:

Lee D. Teaching Health Literacy in Conjunction with ESL. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Jun 17]. Available from: https://repository.usfca.edu/capstone/94.

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

Council of Science Editors:

Lee D. Teaching Health Literacy in Conjunction with ESL. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/capstone/94

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

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