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You searched for subject:( Action inquiry). Showing records 1 – 30 of 91 total matches.

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University of Bath

1. Adams, David Martin. When being professional means becoming myself : towards integrity and presence in practice.

Degree: PhD, 2011, University of Bath

 This thesis seeks to elaborate the inner qualities of integrity and presence in professional practice. It is offered as a contribution to the growing body… (more)

Subjects/Keywords: 158.7; professional practice; action research; narrative inquiry

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APA (6th Edition):

Adams, D. M. (2011). When being professional means becoming myself : towards integrity and presence in practice. (Doctoral Dissertation). University of Bath. Retrieved from https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538551

Chicago Manual of Style (16th Edition):

Adams, David Martin. “When being professional means becoming myself : towards integrity and presence in practice.” 2011. Doctoral Dissertation, University of Bath. Accessed June 25, 2019. https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538551.

MLA Handbook (7th Edition):

Adams, David Martin. “When being professional means becoming myself : towards integrity and presence in practice.” 2011. Web. 25 Jun 2019.

Vancouver:

Adams DM. When being professional means becoming myself : towards integrity and presence in practice. [Internet] [Doctoral dissertation]. University of Bath; 2011. [cited 2019 Jun 25]. Available from: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538551.

Council of Science Editors:

Adams DM. When being professional means becoming myself : towards integrity and presence in practice. [Doctoral Dissertation]. University of Bath; 2011. Available from: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.538551


University of Southern California

2. Levonisova, Svetlana V. Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 This study examined the impact of the use of CUE’s action research processes and tools in a social design experiment undertaken at one field site… (more)

Subjects/Keywords: action research; action inquiry; CHAT; race; equity in educational outcomes

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APA (6th Edition):

Levonisova, S. V. (2012). Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/88301/rec/2529

Chicago Manual of Style (16th Edition):

Levonisova, Svetlana V. “Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices.” 2012. Doctoral Dissertation, University of Southern California. Accessed June 25, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/88301/rec/2529.

MLA Handbook (7th Edition):

Levonisova, Svetlana V. “Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices.” 2012. Web. 25 Jun 2019.

Vancouver:

Levonisova SV. Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jun 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/88301/rec/2529.

Council of Science Editors:

Levonisova SV. Evaluating the impact of CUE's action research processes and tools on practitioners' beliefs and practices. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/88301/rec/2529


University of Georgia

3. Kane, Deirdre M. The door is open:: an action research approach to cross-unit collaboration in a full-time MBA program.

Degree: EdD, Learning, Leadership and Organizational Development, 2018, University of Georgia

 The purpose of this action research study was to create an intentional community of practice to explore ways to improve cross-unit collaboration for staff in… (more)

Subjects/Keywords: Action Research; Community of Practice; First-Person Action Inquiry; Cross-Unit Collaboration; Leadership Development

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APA (6th Edition):

Kane, D. M. (2018). The door is open:: an action research approach to cross-unit collaboration in a full-time MBA program. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/38396

Chicago Manual of Style (16th Edition):

Kane, Deirdre M. “The door is open:: an action research approach to cross-unit collaboration in a full-time MBA program.” 2018. Doctoral Dissertation, University of Georgia. Accessed June 25, 2019. http://hdl.handle.net/10724/38396.

MLA Handbook (7th Edition):

Kane, Deirdre M. “The door is open:: an action research approach to cross-unit collaboration in a full-time MBA program.” 2018. Web. 25 Jun 2019.

Vancouver:

Kane DM. The door is open:: an action research approach to cross-unit collaboration in a full-time MBA program. [Internet] [Doctoral dissertation]. University of Georgia; 2018. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10724/38396.

Council of Science Editors:

Kane DM. The door is open:: an action research approach to cross-unit collaboration in a full-time MBA program. [Doctoral Dissertation]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38396


University of Southern California

4. Tschetter, Sheryl. Developing adaptive expertise among community college faculty through action inquiry as a form of assessment.

Degree: EdD, Education (Leadership), 2009, University of Southern California

 This study examines the potential for developing the adaptive expertise of community college faculty members through participation in action inquiry. Prior research contends that for… (more)

Subjects/Keywords: adaptive expertise; community college faculty; action inquiry; assessment

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APA (6th Edition):

Tschetter, S. (2009). Developing adaptive expertise among community college faculty through action inquiry as a form of assessment. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282759/rec/1903

Chicago Manual of Style (16th Edition):

Tschetter, Sheryl. “Developing adaptive expertise among community college faculty through action inquiry as a form of assessment.” 2009. Doctoral Dissertation, University of Southern California. Accessed June 25, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282759/rec/1903.

MLA Handbook (7th Edition):

Tschetter, Sheryl. “Developing adaptive expertise among community college faculty through action inquiry as a form of assessment.” 2009. Web. 25 Jun 2019.

Vancouver:

Tschetter S. Developing adaptive expertise among community college faculty through action inquiry as a form of assessment. [Internet] [Doctoral dissertation]. University of Southern California; 2009. [cited 2019 Jun 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282759/rec/1903.

Council of Science Editors:

Tschetter S. Developing adaptive expertise among community college faculty through action inquiry as a form of assessment. [Doctoral Dissertation]. University of Southern California; 2009. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/282759/rec/1903


Arizona State University

5. Von Gnechten, Mitchell P. Collaborative Practitioner Inquiry: Providing Leadership and Action Research for Teacher Professional Development.

Degree: EdD, Educational Leadership and Policy Studies, 2011, Arizona State University

 Professional development is best when embedded in one's practice and linked directly to the classroom. Opportunities for teachers to identify specific areas of concern in… (more)

Subjects/Keywords: Educational leadership; action research; collaboration; inquiry; professional development; professional learning communities

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APA (6th Edition):

Von Gnechten, M. P. (2011). Collaborative Practitioner Inquiry: Providing Leadership and Action Research for Teacher Professional Development. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/8915

Chicago Manual of Style (16th Edition):

Von Gnechten, Mitchell P. “Collaborative Practitioner Inquiry: Providing Leadership and Action Research for Teacher Professional Development.” 2011. Doctoral Dissertation, Arizona State University. Accessed June 25, 2019. http://repository.asu.edu/items/8915.

MLA Handbook (7th Edition):

Von Gnechten, Mitchell P. “Collaborative Practitioner Inquiry: Providing Leadership and Action Research for Teacher Professional Development.” 2011. Web. 25 Jun 2019.

Vancouver:

Von Gnechten MP. Collaborative Practitioner Inquiry: Providing Leadership and Action Research for Teacher Professional Development. [Internet] [Doctoral dissertation]. Arizona State University; 2011. [cited 2019 Jun 25]. Available from: http://repository.asu.edu/items/8915.

Council of Science Editors:

Von Gnechten MP. Collaborative Practitioner Inquiry: Providing Leadership and Action Research for Teacher Professional Development. [Doctoral Dissertation]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/8915


Montana State University

6. O'Sullivan, Margaret Louise (Peggy). Effects of inquiry based laboratory experiments on students' comprehension of biological principles in a university level biology course.

Degree: Graduate School, 2012, Montana State University

 This study investigated the effects of implementing inquiry based experimentation in the laboratory portion of a first year university level general biology course. Students designed… (more)

Subjects/Keywords: Biology.; Action research.; Inquiry-based learning.; Education, Higher.

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APA (6th Edition):

O'Sullivan, M. L. (. (2012). Effects of inquiry based laboratory experiments on students' comprehension of biological principles in a university level biology course. (Thesis). Montana State University. Retrieved from https://scholarworks.montana.edu/xmlui/handle/1/1975

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):

O'Sullivan, Margaret Louise (Peggy). “Effects of inquiry based laboratory experiments on students' comprehension of biological principles in a university level biology course.” 2012. Thesis, Montana State University. Accessed June 25, 2019. https://scholarworks.montana.edu/xmlui/handle/1/1975.

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

MLA Handbook (7th Edition):

O'Sullivan, Margaret Louise (Peggy). “Effects of inquiry based laboratory experiments on students' comprehension of biological principles in a university level biology course.” 2012. Web. 25 Jun 2019.

Vancouver:

O'Sullivan ML(. Effects of inquiry based laboratory experiments on students' comprehension of biological principles in a university level biology course. [Internet] [Thesis]. Montana State University; 2012. [cited 2019 Jun 25]. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1975.

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

Council of Science Editors:

O'Sullivan ML(. Effects of inquiry based laboratory experiments on students' comprehension of biological principles in a university level biology course. [Thesis]. Montana State University; 2012. Available from: https://scholarworks.montana.edu/xmlui/handle/1/1975

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

7. Brennan, Jean. Student stories about mathematics : a tool to understand more about the teaching and learning of mathematics.

Degree: Thesis (EdD), 2017, University of Hertfordshire

 This qualitative study sets out to explore the experiences of secondary school students while they are learning mathematics in school. By using student stories of… (more)

Subjects/Keywords: Mathematics; Pupil Voice; Student stories; Autobiography; Qualitative; Living Theory Action Research; Narrative Inquiry; Reflexivity; Intuitive Inquiry; Portraiture

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APA (6th Edition):

Brennan, J. (2017). Student stories about mathematics : a tool to understand more about the teaching and learning of mathematics. (Doctoral Dissertation). University of Hertfordshire. Retrieved from http://hdl.handle.net/2299/19908

Chicago Manual of Style (16th Edition):

Brennan, Jean. “Student stories about mathematics : a tool to understand more about the teaching and learning of mathematics.” 2017. Doctoral Dissertation, University of Hertfordshire. Accessed June 25, 2019. http://hdl.handle.net/2299/19908.

MLA Handbook (7th Edition):

Brennan, Jean. “Student stories about mathematics : a tool to understand more about the teaching and learning of mathematics.” 2017. Web. 25 Jun 2019.

Vancouver:

Brennan J. Student stories about mathematics : a tool to understand more about the teaching and learning of mathematics. [Internet] [Doctoral dissertation]. University of Hertfordshire; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2299/19908.

Council of Science Editors:

Brennan J. Student stories about mathematics : a tool to understand more about the teaching and learning of mathematics. [Doctoral Dissertation]. University of Hertfordshire; 2017. Available from: http://hdl.handle.net/2299/19908


University of Southern California

8. Bishop, Robin Michael. Language and identity in critical sensegiving: journeys of higher education equity agents.

Degree: PhD, Education, 2014, University of Southern California

 Critical scholars of higher education note that, despite the clear need to address issues of racial inequity in postsecondary student outcomes, the topic of race… (more)

Subjects/Keywords: action research; action inquiry; racial equity; narrative; higher education; sensemaking; sensegiving; Equity Scorecard; structural racism; agency; critical sensemaking; critical sensegiving

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APA (6th Edition):

Bishop, R. M. (2014). Language and identity in critical sensegiving: journeys of higher education equity agents. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/449680/rec/3730

Chicago Manual of Style (16th Edition):

Bishop, Robin Michael. “Language and identity in critical sensegiving: journeys of higher education equity agents.” 2014. Doctoral Dissertation, University of Southern California. Accessed June 25, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/449680/rec/3730.

MLA Handbook (7th Edition):

Bishop, Robin Michael. “Language and identity in critical sensegiving: journeys of higher education equity agents.” 2014. Web. 25 Jun 2019.

Vancouver:

Bishop RM. Language and identity in critical sensegiving: journeys of higher education equity agents. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jun 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/449680/rec/3730.

Council of Science Editors:

Bishop RM. Language and identity in critical sensegiving: journeys of higher education equity agents. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/449680/rec/3730


University of Georgia

9. Longo, Debra Mitchell. Growing adaptive leadership mindset:: a constructive developmental approach.

Degree: EdD, Adult Education, 2017, University of Georgia

 As the world evolves, the issues humanity must face grow increasingly complex. Organizations need leaders able to navigate the daunting challenges that appear in this… (more)

Subjects/Keywords: action research; collaborative developmental action inquiry; constructive developmental theory; adaptive leadership double loop learning; horizontal and vertical leadership development

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APA (6th Edition):

Longo, D. M. (2017). Growing adaptive leadership mindset:: a constructive developmental approach. (Doctoral Dissertation). University of Georgia. Retrieved from http://hdl.handle.net/10724/37410

Chicago Manual of Style (16th Edition):

Longo, Debra Mitchell. “Growing adaptive leadership mindset:: a constructive developmental approach.” 2017. Doctoral Dissertation, University of Georgia. Accessed June 25, 2019. http://hdl.handle.net/10724/37410.

MLA Handbook (7th Edition):

Longo, Debra Mitchell. “Growing adaptive leadership mindset:: a constructive developmental approach.” 2017. Web. 25 Jun 2019.

Vancouver:

Longo DM. Growing adaptive leadership mindset:: a constructive developmental approach. [Internet] [Doctoral dissertation]. University of Georgia; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10724/37410.

Council of Science Editors:

Longo DM. Growing adaptive leadership mindset:: a constructive developmental approach. [Doctoral Dissertation]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/37410


University of Georgia

10. Hutto, James Bryant. The financial state of the retention rate: an action research case study addressing financial needs and student retention.

Degree: EdD, Adult Education, 2015, University of Georgia

 This study explored the impact of unmet financial needs on students at a two-year technical college and the relationship of those needs to student retention.… (more)

Subjects/Keywords: Retention; Unmet financial burdens; Action research; Two-year college; Co-inquiry; Socioeconomic; Adult education

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APA (6th Edition):

Hutto, J. B. (2015). The financial state of the retention rate: an action research case study addressing financial needs and student retention. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/hutto_james_b_201512_edd

Chicago Manual of Style (16th Edition):

Hutto, James Bryant. “The financial state of the retention rate: an action research case study addressing financial needs and student retention.” 2015. Doctoral Dissertation, University of Georgia. Accessed June 25, 2019. http://purl.galileo.usg.edu/uga_etd/hutto_james_b_201512_edd.

MLA Handbook (7th Edition):

Hutto, James Bryant. “The financial state of the retention rate: an action research case study addressing financial needs and student retention.” 2015. Web. 25 Jun 2019.

Vancouver:

Hutto JB. The financial state of the retention rate: an action research case study addressing financial needs and student retention. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Jun 25]. Available from: http://purl.galileo.usg.edu/uga_etd/hutto_james_b_201512_edd.

Council of Science Editors:

Hutto JB. The financial state of the retention rate: an action research case study addressing financial needs and student retention. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/hutto_james_b_201512_edd

11. Jordan, April D. The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World.

Degree: EdD Doctor of Education, Curriculum and Social Inquiry, 2015, National-Louis University

  As social justice issues become known, one may be moved to act in the hopes of alleviating the conditions that burden marginalized and oppressed… (more)

Subjects/Keywords: Transformation; social action; social change; educators; culture; world; Curriculum and Social Inquiry; Education

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APA (6th Edition):

Jordan, A. D. (2015). The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/131

Chicago Manual of Style (16th Edition):

Jordan, April D. “The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World.” 2015. Doctoral Dissertation, National-Louis University. Accessed June 25, 2019. http://digitalcommons.nl.edu/diss/131.

MLA Handbook (7th Edition):

Jordan, April D. “The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World.” 2015. Web. 25 Jun 2019.

Vancouver:

Jordan AD. The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World. [Internet] [Doctoral dissertation]. National-Louis University; 2015. [cited 2019 Jun 25]. Available from: http://digitalcommons.nl.edu/diss/131.

Council of Science Editors:

Jordan AD. The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World. [Doctoral Dissertation]. National-Louis University; 2015. Available from: http://digitalcommons.nl.edu/diss/131


University of Cincinnati

12. Stieha, Vicki. The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools.

Degree: PhD, Education : Educational Studies, 2010, University of Cincinnati

  Using relational and action oriented qualitative modes of inquiry (Cochran-Smith & Lytle, 2009; Gilligan, Spencer, Weinberg, & Bertsch, 2003; Raider-Roth, 2005), this research explores… (more)

Subjects/Keywords: Teacher Education; Teacher practice; Teacher Professional Development; Relational Theory; Inquiry Action Research

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APA (6th Edition):

Stieha, V. (2010). The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532983

Chicago Manual of Style (16th Edition):

Stieha, Vicki. “The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools.” 2010. Doctoral Dissertation, University of Cincinnati. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532983.

MLA Handbook (7th Edition):

Stieha, Vicki. “The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools.” 2010. Web. 25 Jun 2019.

Vancouver:

Stieha V. The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools. [Internet] [Doctoral dissertation]. University of Cincinnati; 2010. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532983.

Council of Science Editors:

Stieha V. The Relational Web in Teaching and Learning: Connections, Disconnections and the Central Relational Paradox in Schools. [Doctoral Dissertation]. University of Cincinnati; 2010. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1276532983


RMIT University

13. Booth, C. Leadership practice in leadership programs: an action research project.

Degree: 2011, RMIT University

 The PhD by project entitled ‘Leadership practice in leadership programs: An action research project’ has investigated changes in the practice of twenty-five managers who undertook… (more)

Subjects/Keywords: Fields of Research; Leadership and Management Practice; Action Research; Co-operative Inquiry; Learning; Change

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APA (6th Edition):

Booth, C. (2011). Leadership practice in leadership programs: an action research project. (Thesis). RMIT University. Retrieved from http://researchbank.rmit.edu.au/view/rmit:160963

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):

Booth, C. “Leadership practice in leadership programs: an action research project.” 2011. Thesis, RMIT University. Accessed June 25, 2019. http://researchbank.rmit.edu.au/view/rmit:160963.

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

MLA Handbook (7th Edition):

Booth, C. “Leadership practice in leadership programs: an action research project.” 2011. Web. 25 Jun 2019.

Vancouver:

Booth C. Leadership practice in leadership programs: an action research project. [Internet] [Thesis]. RMIT University; 2011. [cited 2019 Jun 25]. Available from: http://researchbank.rmit.edu.au/view/rmit:160963.

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

Council of Science Editors:

Booth C. Leadership practice in leadership programs: an action research project. [Thesis]. RMIT University; 2011. Available from: http://researchbank.rmit.edu.au/view/rmit:160963

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


University of Manchester

14. Harris, Karen. Creating virtuous cycles : using appreciative inquiry as a framework for educational psychology consultations with young people.

Degree: Thesis (D.Ed.Psy.), 2013, University of Manchester

 This research project explores and evaluates the usefulness of Appreciative Inquiry (AI) as a methodological framework for Educational Psychology consultations with young people. A significant… (more)

Subjects/Keywords: 370.15; Appreciative Inquiry, Educational Psychology, indiviudal consultation; social constructionism, participatory action research

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APA (6th Edition):

Harris, K. (2013). Creating virtuous cycles : using appreciative inquiry as a framework for educational psychology consultations with young people. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/creating-virtuous-cyclesusing-appreciative-inquiry-as-a-framework-for-educational-psychology-consultations-with-young-people(21899cf9-7165-4a54-97b0-b90761a0dcb0).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588105

Chicago Manual of Style (16th Edition):

Harris, Karen. “Creating virtuous cycles : using appreciative inquiry as a framework for educational psychology consultations with young people.” 2013. Doctoral Dissertation, University of Manchester. Accessed June 25, 2019. https://www.research.manchester.ac.uk/portal/en/theses/creating-virtuous-cyclesusing-appreciative-inquiry-as-a-framework-for-educational-psychology-consultations-with-young-people(21899cf9-7165-4a54-97b0-b90761a0dcb0).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588105.

MLA Handbook (7th Edition):

Harris, Karen. “Creating virtuous cycles : using appreciative inquiry as a framework for educational psychology consultations with young people.” 2013. Web. 25 Jun 2019.

Vancouver:

Harris K. Creating virtuous cycles : using appreciative inquiry as a framework for educational psychology consultations with young people. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Jun 25]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/creating-virtuous-cyclesusing-appreciative-inquiry-as-a-framework-for-educational-psychology-consultations-with-young-people(21899cf9-7165-4a54-97b0-b90761a0dcb0).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588105.

Council of Science Editors:

Harris K. Creating virtuous cycles : using appreciative inquiry as a framework for educational psychology consultations with young people. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/creating-virtuous-cyclesusing-appreciative-inquiry-as-a-framework-for-educational-psychology-consultations-with-young-people(21899cf9-7165-4a54-97b0-b90761a0dcb0).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.588105


University of Cincinnati

15. Sharp, Michael. Critical Curriculum and Just Community: Making Sense of Service Learning in Cincinnati.

Degree: EdD, Education, Criminal Justice, and Human Services: Urban Educational Leadership, 2017, University of Cincinnati

 The goal of this action-oriented case study research is to illuminate and articulate the history and complexity of service learning at the University of Cincinnati… (more)

Subjects/Keywords: Educational Leadership; Service Learning; Experiential Learning; Sensemaking; Narrative Inquiry; Structuration Theory; Action Research

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APA (6th Edition):

Sharp, M. (2017). Critical Curriculum and Just Community: Making Sense of Service Learning in Cincinnati. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504873354233125

Chicago Manual of Style (16th Edition):

Sharp, Michael. “Critical Curriculum and Just Community: Making Sense of Service Learning in Cincinnati.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504873354233125.

MLA Handbook (7th Edition):

Sharp, Michael. “Critical Curriculum and Just Community: Making Sense of Service Learning in Cincinnati.” 2017. Web. 25 Jun 2019.

Vancouver:

Sharp M. Critical Curriculum and Just Community: Making Sense of Service Learning in Cincinnati. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504873354233125.

Council of Science Editors:

Sharp M. Critical Curriculum and Just Community: Making Sense of Service Learning in Cincinnati. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1504873354233125


University of Southern California

16. Patton, Lorena. Practitioner reflections and agency in fostering African American and Latino student outcomes in STEM.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 This study examined the experience of practitioners while engaged in equity‐focused inquiry at Dynamic City College (DCC), a public 2‐year California institution. The study investigated… (more)

Subjects/Keywords: collective agency; Latino student outcomes; STEM; action inquiry; practitioner; faculty buy-in

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APA (6th Edition):

Patton, L. (2014). Practitioner reflections and agency in fostering African American and Latino student outcomes in STEM. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/425318/rec/5161

Chicago Manual of Style (16th Edition):

Patton, Lorena. “Practitioner reflections and agency in fostering African American and Latino student outcomes in STEM.” 2014. Doctoral Dissertation, University of Southern California. Accessed June 25, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/425318/rec/5161.

MLA Handbook (7th Edition):

Patton, Lorena. “Practitioner reflections and agency in fostering African American and Latino student outcomes in STEM.” 2014. Web. 25 Jun 2019.

Vancouver:

Patton L. Practitioner reflections and agency in fostering African American and Latino student outcomes in STEM. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Jun 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/425318/rec/5161.

Council of Science Editors:

Patton L. Practitioner reflections and agency in fostering African American and Latino student outcomes in STEM. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/425318/rec/5161


University of South Carolina

17. Pope, Michelle. Historical Inquiry And Student Perceptions Of Cultural Groups In A Social Studies Classroom.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This dissertation addresses a problem of practice stemming from the accountability movement and its emphasis on high-stakes testing in the social studies classroom. An… (more)

Subjects/Keywords: Curriculum and Instruction; accountability; action research; ethnocultural empathy; hidden curriculum; high-stakes testing; historical inquiry

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APA (6th Edition):

Pope, M. (2018). Historical Inquiry And Student Perceptions Of Cultural Groups In A Social Studies Classroom. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5006

Chicago Manual of Style (16th Edition):

Pope, Michelle. “Historical Inquiry And Student Perceptions Of Cultural Groups In A Social Studies Classroom.” 2018. Doctoral Dissertation, University of South Carolina. Accessed June 25, 2019. https://scholarcommons.sc.edu/etd/5006.

MLA Handbook (7th Edition):

Pope, Michelle. “Historical Inquiry And Student Perceptions Of Cultural Groups In A Social Studies Classroom.” 2018. Web. 25 Jun 2019.

Vancouver:

Pope M. Historical Inquiry And Student Perceptions Of Cultural Groups In A Social Studies Classroom. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Jun 25]. Available from: https://scholarcommons.sc.edu/etd/5006.

Council of Science Editors:

Pope M. Historical Inquiry And Student Perceptions Of Cultural Groups In A Social Studies Classroom. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5006


Kansas State University

18. Kelly, Amy. Diversifying Appalachian coal-dependent economies: a case study using participatory action research for community engagement.

Degree: MS, Department of Landscape Architecture and Regional & Community Planning, 2017, Kansas State University

 Economic development in Appalachia has failed to achieve socioeconomic parity with the rest of the nation, especially in coal-dependent communities. This thesis examines the history… (more)

Subjects/Keywords: Community development; Appalachia; Coal-dependent; Participatory action research; Community capitals framework; Appreciative inquiry

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APA (6th Edition):

Kelly, A. (2017). Diversifying Appalachian coal-dependent economies: a case study using participatory action research for community engagement. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/36217

Chicago Manual of Style (16th Edition):

Kelly, Amy. “Diversifying Appalachian coal-dependent economies: a case study using participatory action research for community engagement.” 2017. Masters Thesis, Kansas State University. Accessed June 25, 2019. http://hdl.handle.net/2097/36217.

MLA Handbook (7th Edition):

Kelly, Amy. “Diversifying Appalachian coal-dependent economies: a case study using participatory action research for community engagement.” 2017. Web. 25 Jun 2019.

Vancouver:

Kelly A. Diversifying Appalachian coal-dependent economies: a case study using participatory action research for community engagement. [Internet] [Masters thesis]. Kansas State University; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2097/36217.

Council of Science Editors:

Kelly A. Diversifying Appalachian coal-dependent economies: a case study using participatory action research for community engagement. [Masters Thesis]. Kansas State University; 2017. Available from: http://hdl.handle.net/2097/36217


University of Illinois – Urbana-Champaign

19. Schmidt Jones, Catherine Anne. An online participatory action research inquiry into online inquiry-based music learning.

Degree: PhD, Curriculum and Instruction, 2015, University of Illinois – Urbana-Champaign

 The purpose of this study was to better understand what is happening when learners are unsuccessful in using online open education resources (OERs) for self-directed… (more)

Subjects/Keywords: participatory action research; open education resources; online learning; inquiry based learning; music learning; activity theory

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APA (6th Edition):

Schmidt Jones, C. A. (2015). An online participatory action research inquiry into online inquiry-based music learning. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/90449

Chicago Manual of Style (16th Edition):

Schmidt Jones, Catherine Anne. “An online participatory action research inquiry into online inquiry-based music learning.” 2015. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed June 25, 2019. http://hdl.handle.net/2142/90449.

MLA Handbook (7th Edition):

Schmidt Jones, Catherine Anne. “An online participatory action research inquiry into online inquiry-based music learning.” 2015. Web. 25 Jun 2019.

Vancouver:

Schmidt Jones CA. An online participatory action research inquiry into online inquiry-based music learning. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2015. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/2142/90449.

Council of Science Editors:

Schmidt Jones CA. An online participatory action research inquiry into online inquiry-based music learning. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2015. Available from: http://hdl.handle.net/2142/90449


University of Southern California

20. Cornell, Lee Ann J. Action research as a strategy for improving equity and diversity: implementation constraints, outcomes.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The University of Southern California's Center for Urban Education (CUE) develops and creates data and inquiry tools for colleges and universities to help bring about… (more)

Subjects/Keywords: action research; minority students; collaborative inquiry; education; developmental evaluation; equity; student outcomes

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APA (6th Edition):

Cornell, L. A. J. (2012). Action research as a strategy for improving equity and diversity: implementation constraints, outcomes. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/69340/rec/494

Chicago Manual of Style (16th Edition):

Cornell, Lee Ann J. “Action research as a strategy for improving equity and diversity: implementation constraints, outcomes.” 2012. Doctoral Dissertation, University of Southern California. Accessed June 25, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/69340/rec/494.

MLA Handbook (7th Edition):

Cornell, Lee Ann J. “Action research as a strategy for improving equity and diversity: implementation constraints, outcomes.” 2012. Web. 25 Jun 2019.

Vancouver:

Cornell LAJ. Action research as a strategy for improving equity and diversity: implementation constraints, outcomes. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Jun 25]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/69340/rec/494.

Council of Science Editors:

Cornell LAJ. Action research as a strategy for improving equity and diversity: implementation constraints, outcomes. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/69340/rec/494

21. Harvey, Victoria A. Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation.

Degree: 2015, University of California – eScholarship, University of California

 This study begins with the belief that the ways in which teachers see and attend to educational encounters matter for their actions in classrooms. Using… (more)

Subjects/Keywords: Teacher education; problem formulation; teacher action; teacher attention; teacher education; teacher inquiry; teacher noticing

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APA (6th Edition):

Harvey, V. A. (2015). Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation. (Thesis). University of California – eScholarship, University of California. Retrieved from http://www.escholarship.org/uc/item/3h69214v

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):

Harvey, Victoria A. “Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation.” 2015. Thesis, University of California – eScholarship, University of California. Accessed June 25, 2019. http://www.escholarship.org/uc/item/3h69214v.

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

MLA Handbook (7th Edition):

Harvey, Victoria A. “Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation.” 2015. Web. 25 Jun 2019.

Vancouver:

Harvey VA. Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation. [Internet] [Thesis]. University of California – eScholarship, University of California; 2015. [cited 2019 Jun 25]. Available from: http://www.escholarship.org/uc/item/3h69214v.

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

Council of Science Editors:

Harvey VA. Acts of Attention: An Exploration of Teacher Candidates’ Attention to Educational Encounters, and How It Relates to Task Formulation. [Thesis]. University of California – eScholarship, University of California; 2015. Available from: http://www.escholarship.org/uc/item/3h69214v

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


AUT University

22. Donald, Heather Lorraine. The work-life balance of the case-loading midwife: a cooperative inquiry .

Degree: 2012, AUT University

 Case-loading midwives have a demanding role with an unpredictable workday in which they juggle their professional, social, and personal demands. They often work long hours… (more)

Subjects/Keywords: Case-loading; Midwife; On-call; Work-life balance; Personal well-being; Action research; Cooperative inquiry; Appreciative inquiry; Pierre Bourdieu; Culture; Power; Reflexivity; Continuity of care and empowerment

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APA (6th Edition):

Donald, H. L. (2012). The work-life balance of the case-loading midwife: a cooperative inquiry . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/4663

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):

Donald, Heather Lorraine. “The work-life balance of the case-loading midwife: a cooperative inquiry .” 2012. Thesis, AUT University. Accessed June 25, 2019. http://hdl.handle.net/10292/4663.

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

MLA Handbook (7th Edition):

Donald, Heather Lorraine. “The work-life balance of the case-loading midwife: a cooperative inquiry .” 2012. Web. 25 Jun 2019.

Vancouver:

Donald HL. The work-life balance of the case-loading midwife: a cooperative inquiry . [Internet] [Thesis]. AUT University; 2012. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10292/4663.

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

Council of Science Editors:

Donald HL. The work-life balance of the case-loading midwife: a cooperative inquiry . [Thesis]. AUT University; 2012. Available from: http://hdl.handle.net/10292/4663

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


Kent State University

23. Spooner, Holly S. Agape: Love as the Foundation of Pedagogy and Curriculum.

Degree: MA, College of the Arts / School of Art, 2018, Kent State University

 This qualitative research study utilized narrative inquiry and action research methods to systematically investigate specific ways an ethic of love manifests in my teaching practices… (more)

Subjects/Keywords: Art Education; Education; Education Philosophy; agape, ethic of love, critical education, transformative learning, holistic education, qualitative research, narrative inquiry, action research

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APA (6th Edition):

Spooner, H. S. (2018). Agape: Love as the Foundation of Pedagogy and Curriculum. (Masters Thesis). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1524236286626882

Chicago Manual of Style (16th Edition):

Spooner, Holly S. “Agape: Love as the Foundation of Pedagogy and Curriculum.” 2018. Masters Thesis, Kent State University. Accessed June 25, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1524236286626882.

MLA Handbook (7th Edition):

Spooner, Holly S. “Agape: Love as the Foundation of Pedagogy and Curriculum.” 2018. Web. 25 Jun 2019.

Vancouver:

Spooner HS. Agape: Love as the Foundation of Pedagogy and Curriculum. [Internet] [Masters thesis]. Kent State University; 2018. [cited 2019 Jun 25]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1524236286626882.

Council of Science Editors:

Spooner HS. Agape: Love as the Foundation of Pedagogy and Curriculum. [Masters Thesis]. Kent State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1524236286626882

24. Hersey, Page. Supporting Teachers as Transformative Intellectuals: Participatory Action Research in Human Rights Education.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2012, University of San Francisco

  Human rights education (HRE) holds the potential for educators to begin an honest dialogue with students and to connect local issues with international struggles… (more)

Subjects/Keywords: Human Rights; Human Rights Education; Participatory Action Research; Social Justice; Teacher Inquiry; Transformative Education; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Hersey, P. (2012). Supporting Teachers as Transformative Intellectuals: Participatory Action Research in Human Rights Education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/51

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):

Hersey, Page. “Supporting Teachers as Transformative Intellectuals: Participatory Action Research in Human Rights Education.” 2012. Thesis, University of San Francisco. Accessed June 25, 2019. https://repository.usfca.edu/diss/51.

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

MLA Handbook (7th Edition):

Hersey, Page. “Supporting Teachers as Transformative Intellectuals: Participatory Action Research in Human Rights Education.” 2012. Web. 25 Jun 2019.

Vancouver:

Hersey P. Supporting Teachers as Transformative Intellectuals: Participatory Action Research in Human Rights Education. [Internet] [Thesis]. University of San Francisco; 2012. [cited 2019 Jun 25]. Available from: https://repository.usfca.edu/diss/51.

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

Council of Science Editors:

Hersey P. Supporting Teachers as Transformative Intellectuals: Participatory Action Research in Human Rights Education. [Thesis]. University of San Francisco; 2012. Available from: https://repository.usfca.edu/diss/51

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


Dublin City University

25. de Barra-Cusack, Fionnuala. A user-oriented study of metadata in focal.ie.

Degree: School of Applied Language and Intercultural Studies, 2014, Dublin City University

Subject-field classification systems are implemented in every major termbank to facilitate the internal management of terminographic work, and this study begins with an account of… (more)

Subjects/Keywords: Irish language; Translating and interpreting; Linguistics; Library science; Terminology; Termbanks; Classification; Focus groups; Contextual inquiry; Action research

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APA (6th Edition):

de Barra-Cusack, F. (2014). A user-oriented study of metadata in focal.ie. (Thesis). Dublin City University. Retrieved from http://doras.dcu.ie/20237/

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):

de Barra-Cusack, Fionnuala. “A user-oriented study of metadata in focal.ie.” 2014. Thesis, Dublin City University. Accessed June 25, 2019. http://doras.dcu.ie/20237/.

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

MLA Handbook (7th Edition):

de Barra-Cusack, Fionnuala. “A user-oriented study of metadata in focal.ie.” 2014. Web. 25 Jun 2019.

Vancouver:

de Barra-Cusack F. A user-oriented study of metadata in focal.ie. [Internet] [Thesis]. Dublin City University; 2014. [cited 2019 Jun 25]. Available from: http://doras.dcu.ie/20237/.

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

Council of Science Editors:

de Barra-Cusack F. A user-oriented study of metadata in focal.ie. [Thesis]. Dublin City University; 2014. Available from: http://doras.dcu.ie/20237/

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

26. Kebbe, Lisen. Keep the conversation going : a study of conversational spaces during family business succession.

Degree: PhD, 2011, University of Bedfordshire

 This practice doctorate study addresses the question of succession in family business, and whether it is possible to facilitate the succession process and enhance family… (more)

Subjects/Keywords: 338.6; N220 Institutional Management; family business; systemic practice; action research; succession planning; reflexivity; qualitative inquiry; systemic research

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APA (6th Edition):

Kebbe, L. (2011). Keep the conversation going : a study of conversational spaces during family business succession. (Doctoral Dissertation). University of Bedfordshire. Retrieved from http://hdl.handle.net/10547/234472

Chicago Manual of Style (16th Edition):

Kebbe, Lisen. “Keep the conversation going : a study of conversational spaces during family business succession.” 2011. Doctoral Dissertation, University of Bedfordshire. Accessed June 25, 2019. http://hdl.handle.net/10547/234472.

MLA Handbook (7th Edition):

Kebbe, Lisen. “Keep the conversation going : a study of conversational spaces during family business succession.” 2011. Web. 25 Jun 2019.

Vancouver:

Kebbe L. Keep the conversation going : a study of conversational spaces during family business succession. [Internet] [Doctoral dissertation]. University of Bedfordshire; 2011. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/10547/234472.

Council of Science Editors:

Kebbe L. Keep the conversation going : a study of conversational spaces during family business succession. [Doctoral Dissertation]. University of Bedfordshire; 2011. Available from: http://hdl.handle.net/10547/234472


University of Tennessee – Knoxville

27. Brookshire, Robyn Anne. Critical Teacher Inquiry: Collaborative Action Research Using Post-Structuralist and Cross-National Provocations.

Degree: 2014, University of Tennessee – Knoxville

 This study reports on the work of six early childhood teachers and the researcher as they enacted a variation of collaborative action research in a… (more)

Subjects/Keywords: Early Childhood Teacher Inquiry; Collaborative Action Research; Cross-Cultural Early Childhood; Reflective Practice; Pre-Elementary, Early Childhood, Kindergarten Teacher Education

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APA (6th Edition):

Brookshire, R. A. (2014). Critical Teacher Inquiry: Collaborative Action Research Using Post-Structuralist and Cross-National Provocations. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/2682

Chicago Manual of Style (16th Edition):

Brookshire, Robyn Anne. “Critical Teacher Inquiry: Collaborative Action Research Using Post-Structuralist and Cross-National Provocations.” 2014. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed June 25, 2019. https://trace.tennessee.edu/utk_graddiss/2682.

MLA Handbook (7th Edition):

Brookshire, Robyn Anne. “Critical Teacher Inquiry: Collaborative Action Research Using Post-Structuralist and Cross-National Provocations.” 2014. Web. 25 Jun 2019.

Vancouver:

Brookshire RA. Critical Teacher Inquiry: Collaborative Action Research Using Post-Structuralist and Cross-National Provocations. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2014. [cited 2019 Jun 25]. Available from: https://trace.tennessee.edu/utk_graddiss/2682.

Council of Science Editors:

Brookshire RA. Critical Teacher Inquiry: Collaborative Action Research Using Post-Structuralist and Cross-National Provocations. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2014. Available from: https://trace.tennessee.edu/utk_graddiss/2682


University of Victoria

28. Kukha-Bryson, Shereen. Children and youth's relationships to foodscapes: re-imaging Saskatoon school gardening and food security.

Degree: Department of Anthropology, 2017, University of Victoria

 Canadian urban food security discourses have been explored by academics, local community organizations, practitioners (e.g., health and education) with the intention of understanding the histories… (more)

Subjects/Keywords: Anthropology,; Community-Based; Children and Youth; Food Security; School Gardening; Foodscapes; Visual Participatory Action Research; Narrative Inquiry

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APA (6th Edition):

Kukha-Bryson, S. (2017). Children and youth's relationships to foodscapes: re-imaging Saskatoon school gardening and food security. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/8049

Chicago Manual of Style (16th Edition):

Kukha-Bryson, Shereen. “Children and youth's relationships to foodscapes: re-imaging Saskatoon school gardening and food security.” 2017. Masters Thesis, University of Victoria. Accessed June 25, 2019. http://hdl.handle.net/1828/8049.

MLA Handbook (7th Edition):

Kukha-Bryson, Shereen. “Children and youth's relationships to foodscapes: re-imaging Saskatoon school gardening and food security.” 2017. Web. 25 Jun 2019.

Vancouver:

Kukha-Bryson S. Children and youth's relationships to foodscapes: re-imaging Saskatoon school gardening and food security. [Internet] [Masters thesis]. University of Victoria; 2017. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/1828/8049.

Council of Science Editors:

Kukha-Bryson S. Children and youth's relationships to foodscapes: re-imaging Saskatoon school gardening and food security. [Masters Thesis]. University of Victoria; 2017. Available from: http://hdl.handle.net/1828/8049


University of Manchester

29. Greenwood, Joanne. Educational professionals’ experience of English educational policy; developingand promoting inclusive practice through collaborative action research.

Degree: 2016, University of Manchester

 The focus of this thesis was to explore educational professionals’ everyday experienceof English educational policies; narrowing its focus to policy which promotes aninclusion agenda. The… (more)

Subjects/Keywords: Teacher voice; Teacher professional development; English educational policy; Teacher professional identity; Action research; Education; Cooperative inquiry; person-centred practice; Educational reform

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APA (6th Edition):

Greenwood, J. (2016). Educational professionals’ experience of English educational policy; developingand promoting inclusive practice through collaborative action research. (Doctoral Dissertation). University of Manchester. Retrieved from http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302432

Chicago Manual of Style (16th Edition):

Greenwood, Joanne. “Educational professionals’ experience of English educational policy; developingand promoting inclusive practice through collaborative action research.” 2016. Doctoral Dissertation, University of Manchester. Accessed June 25, 2019. http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302432.

MLA Handbook (7th Edition):

Greenwood, Joanne. “Educational professionals’ experience of English educational policy; developingand promoting inclusive practice through collaborative action research.” 2016. Web. 25 Jun 2019.

Vancouver:

Greenwood J. Educational professionals’ experience of English educational policy; developingand promoting inclusive practice through collaborative action research. [Internet] [Doctoral dissertation]. University of Manchester; 2016. [cited 2019 Jun 25]. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302432.

Council of Science Editors:

Greenwood J. Educational professionals’ experience of English educational policy; developingand promoting inclusive practice through collaborative action research. [Doctoral Dissertation]. University of Manchester; 2016. Available from: http://www.manchester.ac.uk/escholar/uk-ac-man-scw:302432


McMaster University

30. Kovalsky, Julia. (HOW) SHOULD I BE DOING THIS? PARTNERING IN RESEARCH WITH A CONSUMER SURVIVOR INITIATIVE AS AN OUTSIDER MASTER'S STUDENT.

Degree: MSW, 2018, McMaster University

Participatory action research (PAR) methodologies attract researchers both because they open up space to apply the values and principles associated with social justice and because… (more)

Subjects/Keywords: participatory action research; community based participatory research; master's student; outsider; thesis; social work; narrative inquiry; storytelling

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

APA (6th Edition):

Kovalsky, J. (2018). (HOW) SHOULD I BE DOING THIS? PARTNERING IN RESEARCH WITH A CONSUMER SURVIVOR INITIATIVE AS AN OUTSIDER MASTER'S STUDENT. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/24084

Chicago Manual of Style (16th Edition):

Kovalsky, Julia. “(HOW) SHOULD I BE DOING THIS? PARTNERING IN RESEARCH WITH A CONSUMER SURVIVOR INITIATIVE AS AN OUTSIDER MASTER'S STUDENT.” 2018. Masters Thesis, McMaster University. Accessed June 25, 2019. http://hdl.handle.net/11375/24084.

MLA Handbook (7th Edition):

Kovalsky, Julia. “(HOW) SHOULD I BE DOING THIS? PARTNERING IN RESEARCH WITH A CONSUMER SURVIVOR INITIATIVE AS AN OUTSIDER MASTER'S STUDENT.” 2018. Web. 25 Jun 2019.

Vancouver:

Kovalsky J. (HOW) SHOULD I BE DOING THIS? PARTNERING IN RESEARCH WITH A CONSUMER SURVIVOR INITIATIVE AS AN OUTSIDER MASTER'S STUDENT. [Internet] [Masters thesis]. McMaster University; 2018. [cited 2019 Jun 25]. Available from: http://hdl.handle.net/11375/24084.

Council of Science Editors:

Kovalsky J. (HOW) SHOULD I BE DOING THIS? PARTNERING IN RESEARCH WITH A CONSUMER SURVIVOR INITIATIVE AS AN OUTSIDER MASTER'S STUDENT. [Masters Thesis]. McMaster University; 2018. Available from: http://hdl.handle.net/11375/24084

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