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You searched for subject:( en CRITICAL REFLECTION). Showing records 1 – 30 of 47011 total matches.

[1] [2] [3] [4] [5] … [1568]

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Deakin University

1. Lucas, Patricia Rose. Exploring critical reflection in cooperative education: a case study.

Degree: 2015, Deakin University

  This research identifies the challenges facing students who are learning how to critically reflect while learning through reflection. Factors enabling one students’ development of critical(more)

Subjects/Keywords: learning through reflection; critical reflection

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APA (6th Edition):

Lucas, P. R. (2015). Exploring critical reflection in cooperative education: a case study. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30084875

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):

Lucas, Patricia Rose. “Exploring critical reflection in cooperative education: a case study.” 2015. Thesis, Deakin University. Accessed August 09, 2020. http://hdl.handle.net/10536/DRO/DU:30084875.

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

MLA Handbook (7th Edition):

Lucas, Patricia Rose. “Exploring critical reflection in cooperative education: a case study.” 2015. Web. 09 Aug 2020.

Vancouver:

Lucas PR. Exploring critical reflection in cooperative education: a case study. [Internet] [Thesis]. Deakin University; 2015. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/10536/DRO/DU:30084875.

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

Council of Science Editors:

Lucas PR. Exploring critical reflection in cooperative education: a case study. [Thesis]. Deakin University; 2015. Available from: http://hdl.handle.net/10536/DRO/DU:30084875

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


Texas A&M University

2. Stenner, Jack Eric. Critical reflection in a digital media artwork - Playas: homeland mirage.

Degree: 2009, Texas A&M University

 The introduction of digital media into the working practice of artists has produced challenges previously unknown to the field of art. This inquiry follows an… (more)

Subjects/Keywords: critical reflection; digital media; art; immersion; virtual reality; critical theory

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APA (6th Edition):

Stenner, J. E. (2009). Critical reflection in a digital media artwork - Playas: homeland mirage. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-1893

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):

Stenner, Jack Eric. “Critical reflection in a digital media artwork - Playas: homeland mirage.” 2009. Thesis, Texas A&M University. Accessed August 09, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-1893.

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

MLA Handbook (7th Edition):

Stenner, Jack Eric. “Critical reflection in a digital media artwork - Playas: homeland mirage.” 2009. Web. 09 Aug 2020.

Vancouver:

Stenner JE. Critical reflection in a digital media artwork - Playas: homeland mirage. [Internet] [Thesis]. Texas A&M University; 2009. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1893.

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

Council of Science Editors:

Stenner JE. Critical reflection in a digital media artwork - Playas: homeland mirage. [Thesis]. Texas A&M University; 2009. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-1893

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

3. Samson, Patricia Louise. Critical Thinking in Social Work Education: A Delphi Study of Faculty Understanding.

Degree: PhD, Social Work, 2018, University of Windsor

Critical thinking is a topic that is important to both teaching and learning in higher education, yet the effectiveness of universities in producing graduates who… (more)

Subjects/Keywords: critical reflection; critical thinking; education; epistemology; pedagogy; social work

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APA (6th Edition):

Samson, P. L. (2018). Critical Thinking in Social Work Education: A Delphi Study of Faculty Understanding. (Doctoral Dissertation). University of Windsor. Retrieved from https://scholar.uwindsor.ca/etd/7395

Chicago Manual of Style (16th Edition):

Samson, Patricia Louise. “Critical Thinking in Social Work Education: A Delphi Study of Faculty Understanding.” 2018. Doctoral Dissertation, University of Windsor. Accessed August 09, 2020. https://scholar.uwindsor.ca/etd/7395.

MLA Handbook (7th Edition):

Samson, Patricia Louise. “Critical Thinking in Social Work Education: A Delphi Study of Faculty Understanding.” 2018. Web. 09 Aug 2020.

Vancouver:

Samson PL. Critical Thinking in Social Work Education: A Delphi Study of Faculty Understanding. [Internet] [Doctoral dissertation]. University of Windsor; 2018. [cited 2020 Aug 09]. Available from: https://scholar.uwindsor.ca/etd/7395.

Council of Science Editors:

Samson PL. Critical Thinking in Social Work Education: A Delphi Study of Faculty Understanding. [Doctoral Dissertation]. University of Windsor; 2018. Available from: https://scholar.uwindsor.ca/etd/7395


University of Wollongong

4. Ellmers, Grant Nathan. Graphic Design Education: Fostering the conditions for transfer in a project-­‐based and studio-­‐based learning environment, through a structured and critical approach to reflective practice.

Degree: Doctor of Philosophy, 2014, University of Wollongong

  Graphic design education has traditionally adopted project-­‐ and studio-­‐based learning approaches in which students are introduced to the principles of design through a series… (more)

Subjects/Keywords: transfer; design education; reflective practice; structured reflection; critical reflection; project-based learning

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APA (6th Edition):

Ellmers, G. N. (2014). Graphic Design Education: Fostering the conditions for transfer in a project-­‐based and studio-­‐based learning environment, through a structured and critical approach to reflective practice. (Doctoral Dissertation). University of Wollongong. Retrieved from 1203 DESIGN PRACTICE AND MANAGEMENT ; https://ro.uow.edu.au/theses/4189

Chicago Manual of Style (16th Edition):

Ellmers, Grant Nathan. “Graphic Design Education: Fostering the conditions for transfer in a project-­‐based and studio-­‐based learning environment, through a structured and critical approach to reflective practice.” 2014. Doctoral Dissertation, University of Wollongong. Accessed August 09, 2020. 1203 DESIGN PRACTICE AND MANAGEMENT ; https://ro.uow.edu.au/theses/4189.

MLA Handbook (7th Edition):

Ellmers, Grant Nathan. “Graphic Design Education: Fostering the conditions for transfer in a project-­‐based and studio-­‐based learning environment, through a structured and critical approach to reflective practice.” 2014. Web. 09 Aug 2020.

Vancouver:

Ellmers GN. Graphic Design Education: Fostering the conditions for transfer in a project-­‐based and studio-­‐based learning environment, through a structured and critical approach to reflective practice. [Internet] [Doctoral dissertation]. University of Wollongong; 2014. [cited 2020 Aug 09]. Available from: 1203 DESIGN PRACTICE AND MANAGEMENT ; https://ro.uow.edu.au/theses/4189.

Council of Science Editors:

Ellmers GN. Graphic Design Education: Fostering the conditions for transfer in a project-­‐based and studio-­‐based learning environment, through a structured and critical approach to reflective practice. [Doctoral Dissertation]. University of Wollongong; 2014. Available from: 1203 DESIGN PRACTICE AND MANAGEMENT ; https://ro.uow.edu.au/theses/4189


University of Ottawa

5. Woronchak, Meganne. The Value of Reflective Journaling with Advanced Piano Students .

Degree: 2016, University of Ottawa

 Benefits to using a reflective journal include developing critical awareness and new perspective, problem-solving skills, and independent learning skills. The training of advanced piano students… (more)

Subjects/Keywords: Reflection; Critical Reflection; Reflective Learning; Reflective Journal Models; Journals; Piano; Advanced Piano Students

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APA (6th Edition):

Woronchak, M. (2016). The Value of Reflective Journaling with Advanced Piano Students . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/34461

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):

Woronchak, Meganne. “The Value of Reflective Journaling with Advanced Piano Students .” 2016. Thesis, University of Ottawa. Accessed August 09, 2020. http://hdl.handle.net/10393/34461.

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

MLA Handbook (7th Edition):

Woronchak, Meganne. “The Value of Reflective Journaling with Advanced Piano Students .” 2016. Web. 09 Aug 2020.

Vancouver:

Woronchak M. The Value of Reflective Journaling with Advanced Piano Students . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/10393/34461.

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

Council of Science Editors:

Woronchak M. The Value of Reflective Journaling with Advanced Piano Students . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/34461

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


Harvard University

6. Rigolizzo, Michele. Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn.

Degree: DBA, 2017, Harvard University

Individual self-directed learning is learning that is in the hands of the learner and requires sustained active engagement. Although self-directed learning has proven to be… (more)

Subjects/Keywords: Self-directed learning; individual learning, learning orientation; workplace learning; critical reflection, individual reflection; learning behavior

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APA (6th Edition):

Rigolizzo, M. (2017). Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620141

Chicago Manual of Style (16th Edition):

Rigolizzo, Michele. “Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn.” 2017. Doctoral Dissertation, Harvard University. Accessed August 09, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620141.

MLA Handbook (7th Edition):

Rigolizzo, Michele. “Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn.” 2017. Web. 09 Aug 2020.

Vancouver:

Rigolizzo M. Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2020 Aug 09]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620141.

Council of Science Editors:

Rigolizzo M. Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620141


Victoria University of Wellington

7. Liebenberg, Brett. Spending Time: An investigation of the relationship between emotions, time and spending.

Degree: 2017, Victoria University of Wellington

 The significance of exchange within our daily lives encompasses not only the economic exchange of physical commodities but more abstract entities such as knowledge, skills… (more)

Subjects/Keywords: Consumer spending; Emotive reflection; Personal spending habits; Consumption; Data visualisation; Critical reflection

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APA (6th Edition):

Liebenberg, B. (2017). Spending Time: An investigation of the relationship between emotions, time and spending. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/6186

Chicago Manual of Style (16th Edition):

Liebenberg, Brett. “Spending Time: An investigation of the relationship between emotions, time and spending.” 2017. Masters Thesis, Victoria University of Wellington. Accessed August 09, 2020. http://hdl.handle.net/10063/6186.

MLA Handbook (7th Edition):

Liebenberg, Brett. “Spending Time: An investigation of the relationship between emotions, time and spending.” 2017. Web. 09 Aug 2020.

Vancouver:

Liebenberg B. Spending Time: An investigation of the relationship between emotions, time and spending. [Internet] [Masters thesis]. Victoria University of Wellington; 2017. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/10063/6186.

Council of Science Editors:

Liebenberg B. Spending Time: An investigation of the relationship between emotions, time and spending. [Masters Thesis]. Victoria University of Wellington; 2017. Available from: http://hdl.handle.net/10063/6186

8. Boogren, Tina Humphrey. The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study.

Degree: PhD, Educational Administration and Policy Studies, 2012, U of Denver

  The literature leads us to believe that an educator must be reflective in order to improve one's practice, and in terms of reflection, Van… (more)

Subjects/Keywords: Critical-level reflection; Dialectical-level reflection; Reflection; Reflective practices; Reflective teachers; Reflective teaching; Teacher Education and Professional Development

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

APA (6th Edition):

Boogren, T. H. (2012). The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/765

Chicago Manual of Style (16th Edition):

Boogren, Tina Humphrey. “The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study.” 2012. Doctoral Dissertation, U of Denver. Accessed August 09, 2020. https://digitalcommons.du.edu/etd/765.

MLA Handbook (7th Edition):

Boogren, Tina Humphrey. “The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study.” 2012. Web. 09 Aug 2020.

Vancouver:

Boogren TH. The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study. [Internet] [Doctoral dissertation]. U of Denver; 2012. [cited 2020 Aug 09]. Available from: https://digitalcommons.du.edu/etd/765.

Council of Science Editors:

Boogren TH. The Dialectical-Level Reflective Habits of Middle-Grade Teachers: A Phenomenological Study. [Doctoral Dissertation]. U of Denver; 2012. Available from: https://digitalcommons.du.edu/etd/765


Pontifical Catholic University of Rio de Janeiro

9. EDMAR DA SILVA FALCAO. [en] MY TEACHER - HE IS A MIRROR TO ME: THE PROFESSIONAL IDENTITY CONSTRUCTION OF A STUDENT BECOMING A TEACHER.

Degree: 2005, Pontifical Catholic University of Rio de Janeiro

[pt] O objetivo do presente trabalho é investigar o processo de construção da identidade profissional de um aluno tornando-se professor de inglês como língua estrangeira,… (more)

Subjects/Keywords: [en] IDENTITY; [pt] ANALISE DO DISCURSO; [en] DISCOURSE ANALYSIS; [pt] REFLEXAO CRITICA; [en] CRITICAL REFLECTION; [pt] CONSCIENTIZACAO PROFISSIONAL; [en] PROFESSIONAL AWARENESS-RAISING

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APA (6th Edition):

FALCAO, E. D. S. (2005). [en] MY TEACHER - HE IS A MIRROR TO ME: THE PROFESSIONAL IDENTITY CONSTRUCTION OF A STUDENT BECOMING A TEACHER. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7226

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):

FALCAO, EDMAR DA SILVA. “[en] MY TEACHER - HE IS A MIRROR TO ME: THE PROFESSIONAL IDENTITY CONSTRUCTION OF A STUDENT BECOMING A TEACHER.” 2005. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed August 09, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7226.

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

MLA Handbook (7th Edition):

FALCAO, EDMAR DA SILVA. “[en] MY TEACHER - HE IS A MIRROR TO ME: THE PROFESSIONAL IDENTITY CONSTRUCTION OF A STUDENT BECOMING A TEACHER.” 2005. Web. 09 Aug 2020.

Vancouver:

FALCAO EDS. [en] MY TEACHER - HE IS A MIRROR TO ME: THE PROFESSIONAL IDENTITY CONSTRUCTION OF A STUDENT BECOMING A TEACHER. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2005. [cited 2020 Aug 09]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7226.

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

Council of Science Editors:

FALCAO EDS. [en] MY TEACHER - HE IS A MIRROR TO ME: THE PROFESSIONAL IDENTITY CONSTRUCTION OF A STUDENT BECOMING A TEACHER. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2005. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=7226

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

10. Martin, Tania Josephine. Protest music, society and social change .

Degree: 2018, University of Alicante

 Desde los años 1990 (Curtis, Ward, Sharp, & Hankin, 2013), con el desarrollo de un mundo cada vez más globalizado e individualista, diferentes estudios (Andreotti,… (more)

Subjects/Keywords: Music; Education; Global Citizenship Education (GCED); Intercultural learning; Critical reflection; Critical literacy; Transformative learning

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APA (6th Edition):

Martin, T. J. (2018). Protest music, society and social change . (Thesis). University of Alicante. Retrieved from http://hdl.handle.net/10045/98012

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):

Martin, Tania Josephine. “Protest music, society and social change .” 2018. Thesis, University of Alicante. Accessed August 09, 2020. http://hdl.handle.net/10045/98012.

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

MLA Handbook (7th Edition):

Martin, Tania Josephine. “Protest music, society and social change .” 2018. Web. 09 Aug 2020.

Vancouver:

Martin TJ. Protest music, society and social change . [Internet] [Thesis]. University of Alicante; 2018. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/10045/98012.

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

Council of Science Editors:

Martin TJ. Protest music, society and social change . [Thesis]. University of Alicante; 2018. Available from: http://hdl.handle.net/10045/98012

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


Queens University

11. Wilson, John, Tyler. To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching .

Degree: Education, 2011, Queens University

 The purpose of this thesis is to generate new ways of understanding and imagining what it means to educate for and from a critical consciousness… (more)

Subjects/Keywords: Critical Pedagogy ; Autoethnography ; Cultural Myths about Teaching ; Deborah Brtizman ; Critical Self-Reflection

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APA (6th Edition):

Wilson, John, T. (2011). To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6459

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):

Wilson, John, Tyler. “To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching .” 2011. Thesis, Queens University. Accessed August 09, 2020. http://hdl.handle.net/1974/6459.

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

MLA Handbook (7th Edition):

Wilson, John, Tyler. “To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching .” 2011. Web. 09 Aug 2020.

Vancouver:

Wilson, John T. To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching . [Internet] [Thesis]. Queens University; 2011. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/1974/6459.

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

Council of Science Editors:

Wilson, John T. To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6459

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


Pontifical Catholic University of Rio de Janeiro

12. JÚLIA CASAMASSO MATTOSO. [en] REFLECTION AND FUNDAMENT: THE UNIVERSAL VALIDITY OF JUDGMENT OF TASTE IN KANT S AESTHETICS.

Degree: 2011, Pontifical Catholic University of Rio de Janeiro

[pt] A presente dissertação é uma investigação acerca da validade universal do juízo do belo, tratado por Kant na Critica da faculdade do juízo. Tal… (more)

Subjects/Keywords: [pt] REFLEXAO; [en] REFLECTION; [pt] UNIVERSALIDADE; [en] UNIVERSALITY; [pt] BELO

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APA (6th Edition):

MATTOSO, J. C. (2011). [en] REFLECTION AND FUNDAMENT: THE UNIVERSAL VALIDITY OF JUDGMENT OF TASTE IN KANT S AESTHETICS. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18800

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):

MATTOSO, JÚLIA CASAMASSO. “[en] REFLECTION AND FUNDAMENT: THE UNIVERSAL VALIDITY OF JUDGMENT OF TASTE IN KANT S AESTHETICS.” 2011. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed August 09, 2020. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18800.

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

MLA Handbook (7th Edition):

MATTOSO, JÚLIA CASAMASSO. “[en] REFLECTION AND FUNDAMENT: THE UNIVERSAL VALIDITY OF JUDGMENT OF TASTE IN KANT S AESTHETICS.” 2011. Web. 09 Aug 2020.

Vancouver:

MATTOSO JC. [en] REFLECTION AND FUNDAMENT: THE UNIVERSAL VALIDITY OF JUDGMENT OF TASTE IN KANT S AESTHETICS. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2011. [cited 2020 Aug 09]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18800.

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

Council of Science Editors:

MATTOSO JC. [en] REFLECTION AND FUNDAMENT: THE UNIVERSAL VALIDITY OF JUDGMENT OF TASTE IN KANT S AESTHETICS. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2011. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=18800

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


Penn State University

13. Arends, Jessica Hope. Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity.

Degree: PhD, Curriculum and Instruction, 2013, Penn State University

 In higher education, the number of service-based courses and student experiences has increased considerably over the past few years, especially those with the purpose of… (more)

Subjects/Keywords: global service-learning; faculty; motivations; critical reflection; community impacts; identity

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APA (6th Edition):

Arends, J. H. (2013). Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/21127

Chicago Manual of Style (16th Edition):

Arends, Jessica Hope. “Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity.” 2013. Doctoral Dissertation, Penn State University. Accessed August 09, 2020. https://etda.libraries.psu.edu/catalog/21127.

MLA Handbook (7th Edition):

Arends, Jessica Hope. “Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity.” 2013. Web. 09 Aug 2020.

Vancouver:

Arends JH. Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity. [Internet] [Doctoral dissertation]. Penn State University; 2013. [cited 2020 Aug 09]. Available from: https://etda.libraries.psu.edu/catalog/21127.

Council of Science Editors:

Arends JH. Faculty conceptualizations of global service-learning: Envisioning change, doing damage, and the role of identity. [Doctoral Dissertation]. Penn State University; 2013. Available from: https://etda.libraries.psu.edu/catalog/21127


Texas A&M University

14. Shehane, Melissa Renee'. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.

Degree: 2014, Texas A&M University

 This study describes the experiences of college-age students (18?24 years) engaged in multiple high-impact practices simultaneously in an internship experience in Washington, DC, and in… (more)

Subjects/Keywords: internships; service-learning; critical reflection; experiential learning; high-impact practices

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APA (6th Edition):

Shehane, M. R. (2014). A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/152695

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):

Shehane, Melissa Renee'. “A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.” 2014. Thesis, Texas A&M University. Accessed August 09, 2020. http://hdl.handle.net/1969.1/152695.

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

MLA Handbook (7th Edition):

Shehane, Melissa Renee'. “A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning.” 2014. Web. 09 Aug 2020.

Vancouver:

Shehane MR. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. [Internet] [Thesis]. Texas A&M University; 2014. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/1969.1/152695.

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

Council of Science Editors:

Shehane MR. A Phenomenological Study of High-Impact Practices: Exploring Learning Through Coupling Internships and Service-Learning. [Thesis]. Texas A&M University; 2014. Available from: http://hdl.handle.net/1969.1/152695

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

15. Hiller, SJ. Enhancing legal pedagogy in undergraduate legal education : teaching ethics, professionalism and critical reflection to law students from the foundation year of law.

Degree: 2016, University of Tasmania

 This thesis examines the importance of law students developing an understanding of ethics, professionalism and critical reflection from the beginning of tertiary legal education. The… (more)

Subjects/Keywords: legal pedagogy; ethics; professionalism; critical reflection; foundation year

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APA (6th Edition):

Hiller, S. (2016). Enhancing legal pedagogy in undergraduate legal education : teaching ethics, professionalism and critical reflection to law students from the foundation year of law. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/23444/1/Hiller_whole_thesis.pdf

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):

Hiller, SJ. “Enhancing legal pedagogy in undergraduate legal education : teaching ethics, professionalism and critical reflection to law students from the foundation year of law.” 2016. Thesis, University of Tasmania. Accessed August 09, 2020. https://eprints.utas.edu.au/23444/1/Hiller_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

Hiller, SJ. “Enhancing legal pedagogy in undergraduate legal education : teaching ethics, professionalism and critical reflection to law students from the foundation year of law.” 2016. Web. 09 Aug 2020.

Vancouver:

Hiller S. Enhancing legal pedagogy in undergraduate legal education : teaching ethics, professionalism and critical reflection to law students from the foundation year of law. [Internet] [Thesis]. University of Tasmania; 2016. [cited 2020 Aug 09]. Available from: https://eprints.utas.edu.au/23444/1/Hiller_whole_thesis.pdf.

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

Council of Science Editors:

Hiller S. Enhancing legal pedagogy in undergraduate legal education : teaching ethics, professionalism and critical reflection to law students from the foundation year of law. [Thesis]. University of Tasmania; 2016. Available from: https://eprints.utas.edu.au/23444/1/Hiller_whole_thesis.pdf

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


University of KwaZulu-Natal

16. Mitchell, Carol. Critical reflection in service learning: the construction of the 'good citizen'.

Degree: 2017, University of KwaZulu-Natal

 Service-learning, and its iterations, has gained popularity across many countries in the last few decades. It offers students the opportunity to have real world, often… (more)

Subjects/Keywords: Theses - Psychology.; Service - learning.; Foucault.; Critical reflection.; South Africa.

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APA (6th Edition):

Mitchell, C. (2017). Critical reflection in service learning: the construction of the 'good citizen'. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15511

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):

Mitchell, Carol. “Critical reflection in service learning: the construction of the 'good citizen'.” 2017. Thesis, University of KwaZulu-Natal. Accessed August 09, 2020. http://hdl.handle.net/10413/15511.

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

MLA Handbook (7th Edition):

Mitchell, Carol. “Critical reflection in service learning: the construction of the 'good citizen'.” 2017. Web. 09 Aug 2020.

Vancouver:

Mitchell C. Critical reflection in service learning: the construction of the 'good citizen'. [Internet] [Thesis]. University of KwaZulu-Natal; 2017. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/10413/15511.

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

Council of Science Editors:

Mitchell C. Critical reflection in service learning: the construction of the 'good citizen'. [Thesis]. University of KwaZulu-Natal; 2017. Available from: http://hdl.handle.net/10413/15511

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


University of Manitoba

17. Smith, Cathryn Anne. Developing teacher leaders for social justice: building agency through community, critical reflection and action research.

Degree: Education, 2014, University of Manitoba

 This study responds to the critical question: How could I as an educational leader in Manitoba improve educational outcomes for students who are the least… (more)

Subjects/Keywords: teacher leaders; social justice; agency; critical reflection; action research; community

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APA (6th Edition):

Smith, C. A. (2014). Developing teacher leaders for social justice: building agency through community, critical reflection and action research. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/23995

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):

Smith, Cathryn Anne. “Developing teacher leaders for social justice: building agency through community, critical reflection and action research.” 2014. Thesis, University of Manitoba. Accessed August 09, 2020. http://hdl.handle.net/1993/23995.

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

MLA Handbook (7th Edition):

Smith, Cathryn Anne. “Developing teacher leaders for social justice: building agency through community, critical reflection and action research.” 2014. Web. 09 Aug 2020.

Vancouver:

Smith CA. Developing teacher leaders for social justice: building agency through community, critical reflection and action research. [Internet] [Thesis]. University of Manitoba; 2014. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/1993/23995.

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

Council of Science Editors:

Smith CA. Developing teacher leaders for social justice: building agency through community, critical reflection and action research. [Thesis]. University of Manitoba; 2014. Available from: http://hdl.handle.net/1993/23995

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


University of Bridgeport

18. Ferguson, Monette Monique. Professional Development for Pre-School Teachers: A Multiple Case Study Framed by Transformative Learning Theory .

Degree: 2017, University of Bridgeport

 The pursuit of improved literacy in early childhood education is a way to close the nation’s achievement gap between young children learning in poverty and… (more)

Subjects/Keywords: Educational leadership; Critical reflection; Shared book reading; Transformative learning theory

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APA (6th Edition):

Ferguson, M. M. (2017). Professional Development for Pre-School Teachers: A Multiple Case Study Framed by Transformative Learning Theory . (Thesis). University of Bridgeport. Retrieved from https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2001

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):

Ferguson, Monette Monique. “Professional Development for Pre-School Teachers: A Multiple Case Study Framed by Transformative Learning Theory .” 2017. Thesis, University of Bridgeport. Accessed August 09, 2020. https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2001.

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

MLA Handbook (7th Edition):

Ferguson, Monette Monique. “Professional Development for Pre-School Teachers: A Multiple Case Study Framed by Transformative Learning Theory .” 2017. Web. 09 Aug 2020.

Vancouver:

Ferguson MM. Professional Development for Pre-School Teachers: A Multiple Case Study Framed by Transformative Learning Theory . [Internet] [Thesis]. University of Bridgeport; 2017. [cited 2020 Aug 09]. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2001.

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

Council of Science Editors:

Ferguson MM. Professional Development for Pre-School Teachers: A Multiple Case Study Framed by Transformative Learning Theory . [Thesis]. University of Bridgeport; 2017. Available from: https://scholarworks.bridgeport.edu/xmlui/handle/123456789/2001

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


AUT University

19. Barter, Susan. Tailoring technology to the urban cyclist .

Degree: 2012, AUT University

 This practice-based research investigates the design of jackets for the purpose of urban cycling. The objective of this research is to promote a discussion on… (more)

Subjects/Keywords: Bias-construction; Critical-reflection; Design; Laser-cutting; Tailored body; Urban cycling

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APA (6th Edition):

Barter, S. (2012). Tailoring technology to the urban cyclist . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/4720

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):

Barter, Susan. “Tailoring technology to the urban cyclist .” 2012. Thesis, AUT University. Accessed August 09, 2020. http://hdl.handle.net/10292/4720.

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

MLA Handbook (7th Edition):

Barter, Susan. “Tailoring technology to the urban cyclist .” 2012. Web. 09 Aug 2020.

Vancouver:

Barter S. Tailoring technology to the urban cyclist . [Internet] [Thesis]. AUT University; 2012. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/10292/4720.

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

Council of Science Editors:

Barter S. Tailoring technology to the urban cyclist . [Thesis]. AUT University; 2012. Available from: http://hdl.handle.net/10292/4720

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


University of Houston

20. Kelley, Michaelann. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.

Degree: EdD, Curriculum and Instruction, 2012, University of Houston

 In the state of Texas, mandated testing has often led to mandated professional training for teachers and administrators. This has been particularly true for teachers… (more)

Subjects/Keywords: Critical Friends Group; Teacher knowledge; Teacher collaboration; Reflection

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APA (6th Edition):

Kelley, M. (2012). Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. (Doctoral Dissertation). University of Houston. Retrieved from http://hdl.handle.net/10657/620

Chicago Manual of Style (16th Edition):

Kelley, Michaelann. “Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.” 2012. Doctoral Dissertation, University of Houston. Accessed August 09, 2020. http://hdl.handle.net/10657/620.

MLA Handbook (7th Edition):

Kelley, Michaelann. “Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection.” 2012. Web. 09 Aug 2020.

Vancouver:

Kelley M. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. [Internet] [Doctoral dissertation]. University of Houston; 2012. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/10657/620.

Council of Science Editors:

Kelley M. Critical Friends Groups: Building Teacher Knowledge Through Collaboration and Reflection. [Doctoral Dissertation]. University of Houston; 2012. Available from: http://hdl.handle.net/10657/620


University of Technology, Sydney

21. Fernandez, EC. DOORS to action and reflection.

Degree: 2014, University of Technology, Sydney

 In today’s busy and complex world, leaders can become mired in action and activity driven by a strong desire to achieve. Increasingly this drive for… (more)

Subjects/Keywords: Leadership.; Auto-ethnography.; Critical theory.; Action research.; Reflection.; Organizational change.

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APA (6th Edition):

Fernandez, E. (2014). DOORS to action and reflection. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/29230

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):

Fernandez, EC. “DOORS to action and reflection.” 2014. Thesis, University of Technology, Sydney. Accessed August 09, 2020. http://hdl.handle.net/10453/29230.

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

MLA Handbook (7th Edition):

Fernandez, EC. “DOORS to action and reflection.” 2014. Web. 09 Aug 2020.

Vancouver:

Fernandez E. DOORS to action and reflection. [Internet] [Thesis]. University of Technology, Sydney; 2014. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/10453/29230.

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

Council of Science Editors:

Fernandez E. DOORS to action and reflection. [Thesis]. University of Technology, Sydney; 2014. Available from: http://hdl.handle.net/10453/29230

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


Boston College

22. Slaney, Jaime D. Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection.

Degree: EdD, Educational Leadership and Higher Education, 2020, Boston College

 This qualitative case study, part of a larger group study about how leaders support marginalized student populations in a Massachusetts school district, explored how leaders… (more)

Subjects/Keywords: Critical Self-Reflection; Cultural Awarneness; Marginalized Students; School Leadership; Student Voice

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APA (6th Edition):

Slaney, J. D. (2020). Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:108821

Chicago Manual of Style (16th Edition):

Slaney, Jaime D. “Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection.” 2020. Doctoral Dissertation, Boston College. Accessed August 09, 2020. http://dlib.bc.edu/islandora/object/bc-ir:108821.

MLA Handbook (7th Edition):

Slaney, Jaime D. “Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection.” 2020. Web. 09 Aug 2020.

Vancouver:

Slaney JD. Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection. [Internet] [Doctoral dissertation]. Boston College; 2020. [cited 2020 Aug 09]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108821.

Council of Science Editors:

Slaney JD. Leadership Practices That Support Marginalized Students: Cultural Awareness and Self-reflection. [Doctoral Dissertation]. Boston College; 2020. Available from: http://dlib.bc.edu/islandora/object/bc-ir:108821


Rice University

23. Kao, Ya-Yun. Living Reflectively: Authenticity and Justifiability.

Degree: PhD, Humanities, 2019, Rice University

 “What makes your life go well for you?” Subjective and objective theories of well-being answer with a certain appeal—the subjective theories pay attention to what… (more)

Subjects/Keywords: Well-being; Authenticity; Justifiability; Critical Reflection; Value Fulfillment Theory

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APA (6th Edition):

Kao, Y. (2019). Living Reflectively: Authenticity and Justifiability. (Doctoral Dissertation). Rice University. Retrieved from http://hdl.handle.net/1911/105969

Chicago Manual of Style (16th Edition):

Kao, Ya-Yun. “Living Reflectively: Authenticity and Justifiability.” 2019. Doctoral Dissertation, Rice University. Accessed August 09, 2020. http://hdl.handle.net/1911/105969.

MLA Handbook (7th Edition):

Kao, Ya-Yun. “Living Reflectively: Authenticity and Justifiability.” 2019. Web. 09 Aug 2020.

Vancouver:

Kao Y. Living Reflectively: Authenticity and Justifiability. [Internet] [Doctoral dissertation]. Rice University; 2019. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/1911/105969.

Council of Science Editors:

Kao Y. Living Reflectively: Authenticity and Justifiability. [Doctoral Dissertation]. Rice University; 2019. Available from: http://hdl.handle.net/1911/105969


University of Victoria

24. Rooke, Susan. How do child welfare supervisors approach ethical dilemmas in their practice?.

Degree: School of Child and Youth Care, 2019, University of Victoria

 Although there is extensive literature on supervision in the human services, there is limited research specific to the stories from supervisors in child welfare, in… (more)

Subjects/Keywords: ethical decision making; critical reflection; ethical dilemmas; child welfare supervisors

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APA (6th Edition):

Rooke, S. (2019). How do child welfare supervisors approach ethical dilemmas in their practice?. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/10791

Chicago Manual of Style (16th Edition):

Rooke, Susan. “How do child welfare supervisors approach ethical dilemmas in their practice?.” 2019. Masters Thesis, University of Victoria. Accessed August 09, 2020. http://hdl.handle.net/1828/10791.

MLA Handbook (7th Edition):

Rooke, Susan. “How do child welfare supervisors approach ethical dilemmas in their practice?.” 2019. Web. 09 Aug 2020.

Vancouver:

Rooke S. How do child welfare supervisors approach ethical dilemmas in their practice?. [Internet] [Masters thesis]. University of Victoria; 2019. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/1828/10791.

Council of Science Editors:

Rooke S. How do child welfare supervisors approach ethical dilemmas in their practice?. [Masters Thesis]. University of Victoria; 2019. Available from: http://hdl.handle.net/1828/10791


University of Melbourne

25. Mitchell, James I. The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment.

Degree: 2014, University of Melbourne

 My thesis examines the discussion of myth in Max Horkheimer and Theodor Adorno’s Dialectic Of Enlightenment: Philosophical Fragments. Contesting Habermas’ influential reading of Dialectic Of… (more)

Subjects/Keywords: myth; enlightenment; aesthetics; anthropology; Odyssey; Odysseus; Sirens; critical theory; self-reflection

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APA (6th Edition):

Mitchell, J. I. (2014). The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/43097

Chicago Manual of Style (16th Edition):

Mitchell, James I. “The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment.” 2014. Masters Thesis, University of Melbourne. Accessed August 09, 2020. http://hdl.handle.net/11343/43097.

MLA Handbook (7th Edition):

Mitchell, James I. “The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment.” 2014. Web. 09 Aug 2020.

Vancouver:

Mitchell JI. The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment. [Internet] [Masters thesis]. University of Melbourne; 2014. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/11343/43097.

Council of Science Editors:

Mitchell JI. The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment. [Masters Thesis]. University of Melbourne; 2014. Available from: http://hdl.handle.net/11343/43097


University of Southern California

26. Reed, Alaisen. Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content.

Degree: EdD, Education (Leadership), 2010, University of Southern California

 Students (N = 33) enrolled in master’s degree programs in counseling at three universities were asked to complete measures of need for cognition, openness to… (more)

Subjects/Keywords: critical reflection; cognitive complexity

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APA (6th Edition):

Reed, A. (2010). Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1710

Chicago Manual of Style (16th Edition):

Reed, Alaisen. “Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content.” 2010. Doctoral Dissertation, University of Southern California. Accessed August 09, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1710.

MLA Handbook (7th Edition):

Reed, Alaisen. “Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content.” 2010. Web. 09 Aug 2020.

Vancouver:

Reed A. Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content. [Internet] [Doctoral dissertation]. University of Southern California; 2010. [cited 2020 Aug 09]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1710.

Council of Science Editors:

Reed A. Critical reflection among marriage and family therapy students: an examination of cognitive complexity and content. [Doctoral Dissertation]. University of Southern California; 2010. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/336098/rec/1710


University of Arizona

27. Chien, Ting Fang Claire. Transforming University Non-Art Majors’ Art Learning Perspectives by Integrating Informal Learning Strategies .

Degree: 2018, University of Arizona

 In this multi-case study of transformative art learning, I discussed the way in which I led discussion sections in a university general education art course… (more)

Subjects/Keywords: arts-based research; critical reflection; deconstruction; informal learning; transformative learning

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APA (6th Edition):

Chien, T. F. C. (2018). Transforming University Non-Art Majors’ Art Learning Perspectives by Integrating Informal Learning Strategies . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/627700

Chicago Manual of Style (16th Edition):

Chien, Ting Fang Claire. “Transforming University Non-Art Majors’ Art Learning Perspectives by Integrating Informal Learning Strategies .” 2018. Doctoral Dissertation, University of Arizona. Accessed August 09, 2020. http://hdl.handle.net/10150/627700.

MLA Handbook (7th Edition):

Chien, Ting Fang Claire. “Transforming University Non-Art Majors’ Art Learning Perspectives by Integrating Informal Learning Strategies .” 2018. Web. 09 Aug 2020.

Vancouver:

Chien TFC. Transforming University Non-Art Majors’ Art Learning Perspectives by Integrating Informal Learning Strategies . [Internet] [Doctoral dissertation]. University of Arizona; 2018. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/10150/627700.

Council of Science Editors:

Chien TFC. Transforming University Non-Art Majors’ Art Learning Perspectives by Integrating Informal Learning Strategies . [Doctoral Dissertation]. University of Arizona; 2018. Available from: http://hdl.handle.net/10150/627700


Queensland University of Technology

28. McKay, Loraine McLellan. Transforming perceptions and responses to student difference : the journey of seven beginning teachers.

Degree: 2013, Queensland University of Technology

 Drawing on critical social theory and transformative learning, this study investigates the sociocultural factors that enable a move away from the deficit model of learning.… (more)

Subjects/Keywords: inclusive education; critical reflection; preservice teacher; beginning teacher; rhizomatic transformational learning; critical pedagogy; learning difficulties; critical social theory

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APA (6th Edition):

McKay, L. M. (2013). Transforming perceptions and responses to student difference : the journey of seven beginning teachers. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/62442/

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):

McKay, Loraine McLellan. “Transforming perceptions and responses to student difference : the journey of seven beginning teachers.” 2013. Thesis, Queensland University of Technology. Accessed August 09, 2020. https://eprints.qut.edu.au/62442/.

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

MLA Handbook (7th Edition):

McKay, Loraine McLellan. “Transforming perceptions and responses to student difference : the journey of seven beginning teachers.” 2013. Web. 09 Aug 2020.

Vancouver:

McKay LM. Transforming perceptions and responses to student difference : the journey of seven beginning teachers. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2020 Aug 09]. Available from: https://eprints.qut.edu.au/62442/.

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

Council of Science Editors:

McKay LM. Transforming perceptions and responses to student difference : the journey of seven beginning teachers. [Thesis]. Queensland University of Technology; 2013. Available from: https://eprints.qut.edu.au/62442/

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


University of New Mexico

29. Padilla Vigil, Virginia. Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness.

Degree: Language, Literacy, and Sociocultural Studies, 2013, University of New Mexico

 Teacher perceptions about diversity and the achievement gap were examined. Participants were alternative teacher licensure candidates at the student teaching phase of their preparation program.… (more)

Subjects/Keywords: Teacher ideology; achievement gap; hegemony; hegemonic ideology; critical multiculturalism; whiteness-at-work; critical reflection; critical multicultural teacher education

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APA (6th Edition):

Padilla Vigil, V. (2013). Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/23148

Chicago Manual of Style (16th Edition):

Padilla Vigil, Virginia. “Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness.” 2013. Doctoral Dissertation, University of New Mexico. Accessed August 09, 2020. http://hdl.handle.net/1928/23148.

MLA Handbook (7th Edition):

Padilla Vigil, Virginia. “Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness.” 2013. Web. 09 Aug 2020.

Vancouver:

Padilla Vigil V. Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness. [Internet] [Doctoral dissertation]. University of New Mexico; 2013. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/1928/23148.

Council of Science Editors:

Padilla Vigil V. Teacher Perceptions about Diversity and the Achievement Gap: Understanding the Discursive Construction of Whiteness. [Doctoral Dissertation]. University of New Mexico; 2013. Available from: http://hdl.handle.net/1928/23148


North-West University

30. Slabbert-Redpath, Jacqueline. A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath .

Degree: 2014, North-West University

 In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in… (more)

Subjects/Keywords: Curriculum; Praxis; Critical theory; Self-reflection; Action; Classroom assessment; Assessment for learning; Assessment of learning; Assessment as learning; Higher Education context; Participatory action research and critical discourse analysis; Kurrikulum; Praksis; Kritiese teorie; Self-refleksie; Aksie; Klaskamerassessering; Assessering van leer; Assessering vir leer; Assessering as leer; Hoër onderwys konteks; Deelnemende aksie navorsing en kritiese diskoers analise

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

APA (6th Edition):

Slabbert-Redpath, J. (2014). A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/11980

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):

Slabbert-Redpath, Jacqueline. “A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath .” 2014. Thesis, North-West University. Accessed August 09, 2020. http://hdl.handle.net/10394/11980.

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

MLA Handbook (7th Edition):

Slabbert-Redpath, Jacqueline. “A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath .” 2014. Web. 09 Aug 2020.

Vancouver:

Slabbert-Redpath J. A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath . [Internet] [Thesis]. North-West University; 2014. [cited 2020 Aug 09]. Available from: http://hdl.handle.net/10394/11980.

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

Council of Science Editors:

Slabbert-Redpath J. A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/11980

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

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