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Degree: Doctor of Education (EdD)

You searched for subject:( pt DESIGUALDADE SOCIAL). Showing records 1 – 30 of 249 total matches.

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1. Hong, Cesily. The Power of the Hula: A Performance Text for Appropriating Identity Among First Hawaiian Youth.

Degree: Doctor of Education (EdD), Leadership Studies, 2013, University of San Francisco

  Hawaii is an exotic land with a rich history and a culture imbued with meaning, including the performing arts. Such facets of any land… (more)

Subjects/Keywords: Education; Social and Cultural Anthropology

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APA (6th Edition):

Hong, C. (2013). The Power of the Hula: A Performance Text for Appropriating Identity Among First Hawaiian Youth. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/56

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):

Hong, Cesily. “The Power of the Hula: A Performance Text for Appropriating Identity Among First Hawaiian Youth.” 2013. Thesis, University of San Francisco. Accessed June 24, 2019. https://repository.usfca.edu/diss/56.

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

MLA Handbook (7th Edition):

Hong, Cesily. “The Power of the Hula: A Performance Text for Appropriating Identity Among First Hawaiian Youth.” 2013. Web. 24 Jun 2019.

Vancouver:

Hong C. The Power of the Hula: A Performance Text for Appropriating Identity Among First Hawaiian Youth. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Jun 24]. Available from: https://repository.usfca.edu/diss/56.

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

Council of Science Editors:

Hong C. The Power of the Hula: A Performance Text for Appropriating Identity Among First Hawaiian Youth. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/56

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


Harvard University

2. Gable, Rachel L. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.

Degree: Doctor of Education (EdD), 2016, Harvard University

 In this longitudinal interview-based study, I explore the self-assessed preparation, academic experiences, and social experiences of one ninety-one first-generation and thirty-five continuing generation (those with… (more)

Subjects/Keywords: Education, Higher; Education, Social Sciences

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APA (6th Edition):

Gable, R. L. (2016). Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229

Chicago Manual of Style (16th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Doctoral Dissertation, Harvard University. Accessed June 24, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229.

MLA Handbook (7th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Web. 24 Jun 2019.

Vancouver:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Jun 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229.

Council of Science Editors:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229


Harvard University

3. Chen, Chen. Romantic Transfer: From Science to Social Ideologies.

Degree: Doctor of Education (EdD), 2017, Harvard University

 The transfer of learning is arguably the most enduring goal of education. The history of science reveals that numerous theories transfer from natural-science to the… (more)

Subjects/Keywords: Education, Sciences; Education, Social Sciences

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APA (6th Edition):

Chen, C. (2017). Romantic Transfer: From Science to Social Ideologies. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848

Chicago Manual of Style (16th Edition):

Chen, Chen. “Romantic Transfer: From Science to Social Ideologies.” 2017. Doctoral Dissertation, Harvard University. Accessed June 24, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848.

MLA Handbook (7th Edition):

Chen, Chen. “Romantic Transfer: From Science to Social Ideologies.” 2017. Web. 24 Jun 2019.

Vancouver:

Chen C. Romantic Transfer: From Science to Social Ideologies. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Jun 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848.

Council of Science Editors:

Chen C. Romantic Transfer: From Science to Social Ideologies. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848


Clemson University

4. Baston, George. ASSESSMENT OF READINESS TO PARTICIPATE IN DISTANCE LEARNING OF THE CERTIFIED FLORIDA BEHAVIORAL HEALTH WORKFORCE.

Degree: Doctor of Education (EdD), Career and Technical Education, 2011, Clemson University

 This research study explored perceptions of readiness to participate in distance learning among the certified behavioral workforce in Florida. The study sought to determine if… (more)

Subjects/Keywords: Social and Behavioral Sciences

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

APA (6th Edition):

Baston, G. (2011). ASSESSMENT OF READINESS TO PARTICIPATE IN DISTANCE LEARNING OF THE CERTIFIED FLORIDA BEHAVIORAL HEALTH WORKFORCE. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/781

Chicago Manual of Style (16th Edition):

Baston, George. “ASSESSMENT OF READINESS TO PARTICIPATE IN DISTANCE LEARNING OF THE CERTIFIED FLORIDA BEHAVIORAL HEALTH WORKFORCE.” 2011. Doctoral Dissertation, Clemson University. Accessed June 24, 2019. https://tigerprints.clemson.edu/all_dissertations/781.

MLA Handbook (7th Edition):

Baston, George. “ASSESSMENT OF READINESS TO PARTICIPATE IN DISTANCE LEARNING OF THE CERTIFIED FLORIDA BEHAVIORAL HEALTH WORKFORCE.” 2011. Web. 24 Jun 2019.

Vancouver:

Baston G. ASSESSMENT OF READINESS TO PARTICIPATE IN DISTANCE LEARNING OF THE CERTIFIED FLORIDA BEHAVIORAL HEALTH WORKFORCE. [Internet] [Doctoral dissertation]. Clemson University; 2011. [cited 2019 Jun 24]. Available from: https://tigerprints.clemson.edu/all_dissertations/781.

Council of Science Editors:

Baston G. ASSESSMENT OF READINESS TO PARTICIPATE IN DISTANCE LEARNING OF THE CERTIFIED FLORIDA BEHAVIORAL HEALTH WORKFORCE. [Doctoral Dissertation]. Clemson University; 2011. Available from: https://tigerprints.clemson.edu/all_dissertations/781


Eastern Michigan University

5. Kelly, James E. Experiential education: Understanding the impact of remotely operated vehicles on at-risk student learning.

Degree: Doctor of Education (EdD), Leadership and Counseling, 2014, Eastern Michigan University

  How do educators engage students in the curriculum? State and Common Core Standards determine what to teach; how those standards are taught varies. This… (more)

Subjects/Keywords: Counseling; Social and Behavioral Sciences

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APA (6th Edition):

Kelly, J. E. (2014). Experiential education: Understanding the impact of remotely operated vehicles on at-risk student learning. (Doctoral Dissertation). Eastern Michigan University. Retrieved from http://commons.emich.edu/theses/837

Chicago Manual of Style (16th Edition):

Kelly, James E. “Experiential education: Understanding the impact of remotely operated vehicles on at-risk student learning.” 2014. Doctoral Dissertation, Eastern Michigan University. Accessed June 24, 2019. http://commons.emich.edu/theses/837.

MLA Handbook (7th Edition):

Kelly, James E. “Experiential education: Understanding the impact of remotely operated vehicles on at-risk student learning.” 2014. Web. 24 Jun 2019.

Vancouver:

Kelly JE. Experiential education: Understanding the impact of remotely operated vehicles on at-risk student learning. [Internet] [Doctoral dissertation]. Eastern Michigan University; 2014. [cited 2019 Jun 24]. Available from: http://commons.emich.edu/theses/837.

Council of Science Editors:

Kelly JE. Experiential education: Understanding the impact of remotely operated vehicles on at-risk student learning. [Doctoral Dissertation]. Eastern Michigan University; 2014. Available from: http://commons.emich.edu/theses/837


Harvard University

6. Gable, Rachel L. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.

Degree: Doctor of Education (EdD), 2016, Harvard University

 In this longitudinal interview-based study, I explore the self-assessed preparation, academic experiences, and social experiences of one ninety-one first-generation and thirty-five continuing generation (those with… (more)

Subjects/Keywords: Education, Higher; Education, Social Sciences

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Gable, R. L. (2016). Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831

Chicago Manual of Style (16th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Doctoral Dissertation, Harvard University. Accessed June 24, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831.

MLA Handbook (7th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Web. 24 Jun 2019.

Vancouver:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Jun 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831.

Council of Science Editors:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831

7. Schleicher, Joel. Impact Of Netbook Computers On One District's Social Studies Curriculum.

Degree: Doctor of Education (EdD), Educational Leadership, 2011, University of North Dakota

  The purpose of this study was to collect and analyze quantitative and qualitative data to determine the overall impact of a pilot netbook initiative… (more)

Subjects/Keywords: computers; curriculum; netbook; social studies

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APA (6th Edition):

Schleicher, J. (2011). Impact Of Netbook Computers On One District's Social Studies Curriculum. (Doctoral Dissertation). University of North Dakota. Retrieved from https://commons.und.edu/theses/1215

Chicago Manual of Style (16th Edition):

Schleicher, Joel. “Impact Of Netbook Computers On One District's Social Studies Curriculum.” 2011. Doctoral Dissertation, University of North Dakota. Accessed June 24, 2019. https://commons.und.edu/theses/1215.

MLA Handbook (7th Edition):

Schleicher, Joel. “Impact Of Netbook Computers On One District's Social Studies Curriculum.” 2011. Web. 24 Jun 2019.

Vancouver:

Schleicher J. Impact Of Netbook Computers On One District's Social Studies Curriculum. [Internet] [Doctoral dissertation]. University of North Dakota; 2011. [cited 2019 Jun 24]. Available from: https://commons.und.edu/theses/1215.

Council of Science Editors:

Schleicher J. Impact Of Netbook Computers On One District's Social Studies Curriculum. [Doctoral Dissertation]. University of North Dakota; 2011. Available from: https://commons.und.edu/theses/1215


College of William and Mary

8. Moore, Joan Ruth. A study of the relationship of death anxiety to openness toward change and sense of well-being.

Degree: Doctor of Education (EdD), Education, 1983, College of William and Mary

 Several writers have suggested a similarity between the loss process experienced by the dying person and the loss process experienced by individuals making changes in… (more)

Subjects/Keywords: Social Psychology

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APA (6th Edition):

Moore, J. R. (1983). A study of the relationship of death anxiety to openness toward change and sense of well-being. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618369

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):

Moore, Joan Ruth. “A study of the relationship of death anxiety to openness toward change and sense of well-being.” 1983. Thesis, College of William and Mary. Accessed June 24, 2019. https://scholarworks.wm.edu/etd/1539618369.

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

MLA Handbook (7th Edition):

Moore, Joan Ruth. “A study of the relationship of death anxiety to openness toward change and sense of well-being.” 1983. Web. 24 Jun 2019.

Vancouver:

Moore JR. A study of the relationship of death anxiety to openness toward change and sense of well-being. [Internet] [Thesis]. College of William and Mary; 1983. [cited 2019 Jun 24]. Available from: https://scholarworks.wm.edu/etd/1539618369.

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

Council of Science Editors:

Moore JR. A study of the relationship of death anxiety to openness toward change and sense of well-being. [Thesis]. College of William and Mary; 1983. Available from: https://scholarworks.wm.edu/etd/1539618369

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


College of William and Mary

9. Beebe, Robert John. The least preferred coworker score of the leader and the productivity of small interacting task groups in octants II and IV of the Fiedler Contingency Model.

Degree: Doctor of Education (EdD), Education, 1974, College of William and Mary

Subjects/Keywords: Social Psychology

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APA (6th Edition):

Beebe, R. J. (1974). The least preferred coworker score of the leader and the productivity of small interacting task groups in octants II and IV of the Fiedler Contingency Model. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618808

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):

Beebe, Robert John. “The least preferred coworker score of the leader and the productivity of small interacting task groups in octants II and IV of the Fiedler Contingency Model.” 1974. Thesis, College of William and Mary. Accessed June 24, 2019. https://scholarworks.wm.edu/etd/1539618808.

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

MLA Handbook (7th Edition):

Beebe, Robert John. “The least preferred coworker score of the leader and the productivity of small interacting task groups in octants II and IV of the Fiedler Contingency Model.” 1974. Web. 24 Jun 2019.

Vancouver:

Beebe RJ. The least preferred coworker score of the leader and the productivity of small interacting task groups in octants II and IV of the Fiedler Contingency Model. [Internet] [Thesis]. College of William and Mary; 1974. [cited 2019 Jun 24]. Available from: https://scholarworks.wm.edu/etd/1539618808.

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

Council of Science Editors:

Beebe RJ. The least preferred coworker score of the leader and the productivity of small interacting task groups in octants II and IV of the Fiedler Contingency Model. [Thesis]. College of William and Mary; 1974. Available from: https://scholarworks.wm.edu/etd/1539618808

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


College of William and Mary

10. Rudolph, Ellen Kean. A Focus of attention and its effects on the attribution of blame for children's problems.

Degree: Doctor of Education (EdD), Education, 1977, College of William and Mary

Subjects/Keywords: Social Psychology

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APA (6th Edition):

Rudolph, E. K. (1977). A Focus of attention and its effects on the attribution of blame for children's problems. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618571

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):

Rudolph, Ellen Kean. “A Focus of attention and its effects on the attribution of blame for children's problems.” 1977. Thesis, College of William and Mary. Accessed June 24, 2019. https://scholarworks.wm.edu/etd/1539618571.

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

MLA Handbook (7th Edition):

Rudolph, Ellen Kean. “A Focus of attention and its effects on the attribution of blame for children's problems.” 1977. Web. 24 Jun 2019.

Vancouver:

Rudolph EK. A Focus of attention and its effects on the attribution of blame for children's problems. [Internet] [Thesis]. College of William and Mary; 1977. [cited 2019 Jun 24]. Available from: https://scholarworks.wm.edu/etd/1539618571.

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

Council of Science Editors:

Rudolph EK. A Focus of attention and its effects on the attribution of blame for children's problems. [Thesis]. College of William and Mary; 1977. Available from: https://scholarworks.wm.edu/etd/1539618571

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


Bowling Green State University

11. Adams, Margaret J. SOCIAL WORK FIELD INSTRUCTORS’ PERCEPTIONS OF CORE ATTRIBUTES: IMPLICATIONS FOR LEADERSHIP AND GATEKEEPING.

Degree: Doctor of Education (EdD), Leadership Studies, 2011, Bowling Green State University

  This is an exploratory qualitative study whose focus was to ascertain social work field instructors' perceptions of the characteristics and attributes necessary in the… (more)

Subjects/Keywords: Education; Ethics; Higher Education; Social Work; leadership; gatekeeping; field instruction; social work practice; social work education; adult development; ethics; focus groups

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APA (6th Edition):

Adams, M. J. (2011). SOCIAL WORK FIELD INSTRUCTORS’ PERCEPTIONS OF CORE ATTRIBUTES: IMPLICATIONS FOR LEADERSHIP AND GATEKEEPING. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307997788

Chicago Manual of Style (16th Edition):

Adams, Margaret J. “SOCIAL WORK FIELD INSTRUCTORS’ PERCEPTIONS OF CORE ATTRIBUTES: IMPLICATIONS FOR LEADERSHIP AND GATEKEEPING.” 2011. Doctoral Dissertation, Bowling Green State University. Accessed June 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307997788.

MLA Handbook (7th Edition):

Adams, Margaret J. “SOCIAL WORK FIELD INSTRUCTORS’ PERCEPTIONS OF CORE ATTRIBUTES: IMPLICATIONS FOR LEADERSHIP AND GATEKEEPING.” 2011. Web. 24 Jun 2019.

Vancouver:

Adams MJ. SOCIAL WORK FIELD INSTRUCTORS’ PERCEPTIONS OF CORE ATTRIBUTES: IMPLICATIONS FOR LEADERSHIP AND GATEKEEPING. [Internet] [Doctoral dissertation]. Bowling Green State University; 2011. [cited 2019 Jun 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307997788.

Council of Science Editors:

Adams MJ. SOCIAL WORK FIELD INSTRUCTORS’ PERCEPTIONS OF CORE ATTRIBUTES: IMPLICATIONS FOR LEADERSHIP AND GATEKEEPING. [Doctoral Dissertation]. Bowling Green State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1307997788


University of Vermont

12. Patten, Cyrus O. Nonprofit Social Enterprise: Social Change in a New Economic Paradigm.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2017, University of Vermont

  Changes are afoot in the nonprofit sector of the economy (James, 2003). Nonprofit leaders are adopting entrepreneurial business models to sustain or expand the… (more)

Subjects/Keywords: Nonprofit; Social Enterprise; Social Entrepreneurship; Social Mission; Synergy; Third Sector; Business Administration, Management, and Operations; Organizational Behavior and Theory; Social and Behavioral Sciences

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APA (6th Edition):

Patten, C. O. (2017). Nonprofit Social Enterprise: Social Change in a New Economic Paradigm. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/686

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):

Patten, Cyrus O. “Nonprofit Social Enterprise: Social Change in a New Economic Paradigm.” 2017. Thesis, University of Vermont. Accessed June 24, 2019. https://scholarworks.uvm.edu/graddis/686.

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

MLA Handbook (7th Edition):

Patten, Cyrus O. “Nonprofit Social Enterprise: Social Change in a New Economic Paradigm.” 2017. Web. 24 Jun 2019.

Vancouver:

Patten CO. Nonprofit Social Enterprise: Social Change in a New Economic Paradigm. [Internet] [Thesis]. University of Vermont; 2017. [cited 2019 Jun 24]. Available from: https://scholarworks.uvm.edu/graddis/686.

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

Council of Science Editors:

Patten CO. Nonprofit Social Enterprise: Social Change in a New Economic Paradigm. [Thesis]. University of Vermont; 2017. Available from: https://scholarworks.uvm.edu/graddis/686

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


Harvard University

13. Hansen, John David Nadal. Scalable Programs and Policies for Promoting Student Success.

Degree: Doctor of Education (EdD), 2018, Harvard University

 Goldin and Katz (2008) identified investment in human capital as a critical component of the United States’ economic flourishing in the twentieth century. Large-scale investments… (more)

Subjects/Keywords: Education, Tests and Measurements; Education, Social Sciences

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APA (6th Edition):

Hansen, J. D. N. (2018). Scalable Programs and Policies for Promoting Student Success. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935840

Chicago Manual of Style (16th Edition):

Hansen, John David Nadal. “Scalable Programs and Policies for Promoting Student Success.” 2018. Doctoral Dissertation, Harvard University. Accessed June 24, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935840.

MLA Handbook (7th Edition):

Hansen, John David Nadal. “Scalable Programs and Policies for Promoting Student Success.” 2018. Web. 24 Jun 2019.

Vancouver:

Hansen JDN. Scalable Programs and Policies for Promoting Student Success. [Internet] [Doctoral dissertation]. Harvard University; 2018. [cited 2019 Jun 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935840.

Council of Science Editors:

Hansen JDN. Scalable Programs and Policies for Promoting Student Success. [Doctoral Dissertation]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935840

14. Bannan-Watts, Margaret Elizabeth. Spiritual ecological consciousness towards ecological conversion: Experiental stories of senior secondary students and an autoethnography of the researcher.

Degree: Doctor of Education (EdD), 2009, Australian Catholic University

 Pope John Paul II called the Catholic people of the world to an ecological conversion in response to scientific information that the Earth is experiencing… (more)

Subjects/Keywords: Social and Philosophical Foundations of Education

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APA (6th Edition):

Bannan-Watts, M. E. (2009). Spiritual ecological consciousness towards ecological conversion: Experiental stories of senior secondary students and an autoethnography of the researcher. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/283

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):

Bannan-Watts, Margaret Elizabeth. “Spiritual ecological consciousness towards ecological conversion: Experiental stories of senior secondary students and an autoethnography of the researcher.” 2009. Thesis, Australian Catholic University. Accessed June 24, 2019. https://researchbank.acu.edu.au/theses/283.

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

MLA Handbook (7th Edition):

Bannan-Watts, Margaret Elizabeth. “Spiritual ecological consciousness towards ecological conversion: Experiental stories of senior secondary students and an autoethnography of the researcher.” 2009. Web. 24 Jun 2019.

Vancouver:

Bannan-Watts ME. Spiritual ecological consciousness towards ecological conversion: Experiental stories of senior secondary students and an autoethnography of the researcher. [Internet] [Thesis]. Australian Catholic University; 2009. [cited 2019 Jun 24]. Available from: https://researchbank.acu.edu.au/theses/283.

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

Council of Science Editors:

Bannan-Watts ME. Spiritual ecological consciousness towards ecological conversion: Experiental stories of senior secondary students and an autoethnography of the researcher. [Thesis]. Australian Catholic University; 2009. Available from: https://researchbank.acu.edu.au/theses/283

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


Harvard University

15. D'Sa, Nikhit. Making Meaning of Risk: Exploring Resilient Adolescents’ Interpretations of the Impact of Negative Life Experiences.

Degree: Doctor of Education (EdD), 2015, Harvard University

Our understanding of the relationship between risk factors and resilience has been framed primarily by probability. Resilience has been conceptualized as “beating the odds”: doing… (more)

Subjects/Keywords: Psychology, Developmental; Psychology, Social; Education, Educational Psychology

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APA (6th Edition):

D'Sa, N. (2015). Making Meaning of Risk: Exploring Resilient Adolescents’ Interpretations of the Impact of Negative Life Experiences. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461033

Chicago Manual of Style (16th Edition):

D'Sa, Nikhit. “Making Meaning of Risk: Exploring Resilient Adolescents’ Interpretations of the Impact of Negative Life Experiences.” 2015. Doctoral Dissertation, Harvard University. Accessed June 24, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461033.

MLA Handbook (7th Edition):

D'Sa, Nikhit. “Making Meaning of Risk: Exploring Resilient Adolescents’ Interpretations of the Impact of Negative Life Experiences.” 2015. Web. 24 Jun 2019.

Vancouver:

D'Sa N. Making Meaning of Risk: Exploring Resilient Adolescents’ Interpretations of the Impact of Negative Life Experiences. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Jun 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461033.

Council of Science Editors:

D'Sa N. Making Meaning of Risk: Exploring Resilient Adolescents’ Interpretations of the Impact of Negative Life Experiences. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461033


Harvard University

16. Rodriguez, Vanessa. Exploring Social-Emotional Cognition and Psychophysiologic Synchrony During Teaching Interactions.

Degree: Doctor of Education (EdD), 2016, Harvard University

 Conceptions of learning have evolved from behaviorist and mechanistic models to models that are dynamic, complex, and process-oriented. Educators’ and researchers’ understanding of teaching can… (more)

Subjects/Keywords: Education, Educational Psychology; Psychology, Cognitive; Psychology, Social

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APA (6th Edition):

Rodriguez, V. (2016). Exploring Social-Emotional Cognition and Psychophysiologic Synchrony During Teaching Interactions. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112694

Chicago Manual of Style (16th Edition):

Rodriguez, Vanessa. “Exploring Social-Emotional Cognition and Psychophysiologic Synchrony During Teaching Interactions.” 2016. Doctoral Dissertation, Harvard University. Accessed June 24, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112694.

MLA Handbook (7th Edition):

Rodriguez, Vanessa. “Exploring Social-Emotional Cognition and Psychophysiologic Synchrony During Teaching Interactions.” 2016. Web. 24 Jun 2019.

Vancouver:

Rodriguez V. Exploring Social-Emotional Cognition and Psychophysiologic Synchrony During Teaching Interactions. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Jun 24]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112694.

Council of Science Editors:

Rodriguez V. Exploring Social-Emotional Cognition and Psychophysiologic Synchrony During Teaching Interactions. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112694


Florida International University

17. Brunetta, Fabiana. Social Dominance Orientation and Emotion Regulation: A Parallel Multiple Mediator Model of Instigated Incivility Moderated By Workgroup Civility Climate.

Degree: Doctor of Education (EdD), Adult Education and Human Resource Development, 2018, Florida International University

  While most of the existing research on the topic of workplace incivility has focused upon its consequences on employee and organizational well-being, researchers are… (more)

Subjects/Keywords: Workplace incivility; social dominance orientation; emotion regulation; Industrial and Organizational Psychology; Organizational Behavior and Theory; Personality and Social Contexts; Social Psychology; Social Psychology and Interaction; Training and Development

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APA (6th Edition):

Brunetta, F. (2018). Social Dominance Orientation and Emotion Regulation: A Parallel Multiple Mediator Model of Instigated Incivility Moderated By Workgroup Civility Climate. (Thesis). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3907 ; FIDC007000

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):

Brunetta, Fabiana. “Social Dominance Orientation and Emotion Regulation: A Parallel Multiple Mediator Model of Instigated Incivility Moderated By Workgroup Civility Climate.” 2018. Thesis, Florida International University. Accessed June 24, 2019. https://digitalcommons.fiu.edu/etd/3907 ; FIDC007000.

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

MLA Handbook (7th Edition):

Brunetta, Fabiana. “Social Dominance Orientation and Emotion Regulation: A Parallel Multiple Mediator Model of Instigated Incivility Moderated By Workgroup Civility Climate.” 2018. Web. 24 Jun 2019.

Vancouver:

Brunetta F. Social Dominance Orientation and Emotion Regulation: A Parallel Multiple Mediator Model of Instigated Incivility Moderated By Workgroup Civility Climate. [Internet] [Thesis]. Florida International University; 2018. [cited 2019 Jun 24]. Available from: https://digitalcommons.fiu.edu/etd/3907 ; FIDC007000.

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

Council of Science Editors:

Brunetta F. Social Dominance Orientation and Emotion Regulation: A Parallel Multiple Mediator Model of Instigated Incivility Moderated By Workgroup Civility Climate. [Thesis]. Florida International University; 2018. Available from: https://digitalcommons.fiu.edu/etd/3907 ; FIDC007000

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

18. Lee, Camille. Actualizing Social Justice: An Exploratory Case Study of a Public Middle School.

Degree: Doctor of Education (EdD), Education (also CAGS), 2010, U of Massachusetts : PhD

 Researchers and k-12 practitioners have been struggling with inequity and diversity issues for the past four decades. These struggles have produced multiple philosophies, theoretical perspectives… (more)

Subjects/Keywords: Equity; Institutional change; Social justice education; Education

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APA (6th Edition):

Lee, C. (2010). Actualizing Social Justice: An Exploratory Case Study of a Public Middle School. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from https://scholarworks.umass.edu/open_access_dissertations/219

Chicago Manual of Style (16th Edition):

Lee, Camille. “Actualizing Social Justice: An Exploratory Case Study of a Public Middle School.” 2010. Doctoral Dissertation, U of Massachusetts : PhD. Accessed June 24, 2019. https://scholarworks.umass.edu/open_access_dissertations/219.

MLA Handbook (7th Edition):

Lee, Camille. “Actualizing Social Justice: An Exploratory Case Study of a Public Middle School.” 2010. Web. 24 Jun 2019.

Vancouver:

Lee C. Actualizing Social Justice: An Exploratory Case Study of a Public Middle School. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2010. [cited 2019 Jun 24]. Available from: https://scholarworks.umass.edu/open_access_dissertations/219.

Council of Science Editors:

Lee C. Actualizing Social Justice: An Exploratory Case Study of a Public Middle School. [Doctoral Dissertation]. U of Massachusetts : PhD; 2010. Available from: https://scholarworks.umass.edu/open_access_dissertations/219


Bowling Green State University

19. Litten, Joyce A. Puracchio. A Quantitative and Qualitative Inquiry into the Call to Serve Among Non-Traditional Undergraduate Social Work Students.

Degree: Doctor of Education (EdD), Leadership Studies, 2008, Bowling Green State University

  The purposes of this study were to explore the narratives of nontraditional social work students who were identified as servant leaders, and to investigate… (more)

Subjects/Keywords: Education; Higher Education; Social Work; social work; non-traditional students; servant leadership; mixed-methods

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

APA (6th Edition):

Litten, J. A. P. (2008). A Quantitative and Qualitative Inquiry into the Call to Serve Among Non-Traditional Undergraduate Social Work Students. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213981151

Chicago Manual of Style (16th Edition):

Litten, Joyce A Puracchio. “A Quantitative and Qualitative Inquiry into the Call to Serve Among Non-Traditional Undergraduate Social Work Students.” 2008. Doctoral Dissertation, Bowling Green State University. Accessed June 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213981151.

MLA Handbook (7th Edition):

Litten, Joyce A Puracchio. “A Quantitative and Qualitative Inquiry into the Call to Serve Among Non-Traditional Undergraduate Social Work Students.” 2008. Web. 24 Jun 2019.

Vancouver:

Litten JAP. A Quantitative and Qualitative Inquiry into the Call to Serve Among Non-Traditional Undergraduate Social Work Students. [Internet] [Doctoral dissertation]. Bowling Green State University; 2008. [cited 2019 Jun 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213981151.

Council of Science Editors:

Litten JAP. A Quantitative and Qualitative Inquiry into the Call to Serve Among Non-Traditional Undergraduate Social Work Students. [Doctoral Dissertation]. Bowling Green State University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1213981151

20. Ramakrishnan, Arvind. Interpreting globalization : memory to understanding.

Degree: Doctor of Education (EdD), Leadership Studies, 2008, University of San Francisco

unavailable

Subjects/Keywords: Globalization; Social aspects; Culture and globalization; Social change; Education

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APA (6th Edition):

Ramakrishnan, A. (2008). Interpreting globalization : memory to understanding. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/243

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):

Ramakrishnan, Arvind. “Interpreting globalization : memory to understanding.” 2008. Thesis, University of San Francisco. Accessed June 24, 2019. https://repository.usfca.edu/diss/243.

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

MLA Handbook (7th Edition):

Ramakrishnan, Arvind. “Interpreting globalization : memory to understanding.” 2008. Web. 24 Jun 2019.

Vancouver:

Ramakrishnan A. Interpreting globalization : memory to understanding. [Internet] [Thesis]. University of San Francisco; 2008. [cited 2019 Jun 24]. Available from: https://repository.usfca.edu/diss/243.

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

Council of Science Editors:

Ramakrishnan A. Interpreting globalization : memory to understanding. [Thesis]. University of San Francisco; 2008. Available from: https://repository.usfca.edu/diss/243

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

21. Pierovich, Amy E. Tradition and change in urban China : a critical hermeneutic inquiry of language, culture and identity in Shanghai.

Degree: Doctor of Education (EdD), Leadership Studies, 2009, University of San Francisco

unavailable

Subjects/Keywords: Social change; China; Shanghai; Sociology; Urban; Social conditions; Education

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APA (6th Edition):

Pierovich, A. E. (2009). Tradition and change in urban China : a critical hermeneutic inquiry of language, culture and identity in Shanghai. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/235

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):

Pierovich, Amy E. “Tradition and change in urban China : a critical hermeneutic inquiry of language, culture and identity in Shanghai.” 2009. Thesis, University of San Francisco. Accessed June 24, 2019. https://repository.usfca.edu/diss/235.

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

MLA Handbook (7th Edition):

Pierovich, Amy E. “Tradition and change in urban China : a critical hermeneutic inquiry of language, culture and identity in Shanghai.” 2009. Web. 24 Jun 2019.

Vancouver:

Pierovich AE. Tradition and change in urban China : a critical hermeneutic inquiry of language, culture and identity in Shanghai. [Internet] [Thesis]. University of San Francisco; 2009. [cited 2019 Jun 24]. Available from: https://repository.usfca.edu/diss/235.

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

Council of Science Editors:

Pierovich AE. Tradition and change in urban China : a critical hermeneutic inquiry of language, culture and identity in Shanghai. [Thesis]. University of San Francisco; 2009. Available from: https://repository.usfca.edu/diss/235

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

22. Hernandez-Arriaga, Belinda Marie. There is a Monster in my House, Cultura Cura Uncovering 11 Milliones de Sueños: Understanding the Emotional and Psychological Experiences of Undocumented and Mixed-Status Youth and Finding Healing Spaces.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2017, University of San Francisco

  This research gives voice to the emotional experiences of mixed-status and undocumented youth, and explores the Mexican cultural arts as a healing space for… (more)

Subjects/Keywords: cultural arts; healing spaces; immigration; Latino youth; mariachi and ballet folklorico; undocu trauma; Mental and Social Health; Social Work

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APA (6th Edition):

Hernandez-Arriaga, B. M. (2017). There is a Monster in my House, Cultura Cura Uncovering 11 Milliones de Sueños: Understanding the Emotional and Psychological Experiences of Undocumented and Mixed-Status Youth and Finding Healing Spaces. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/351

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):

Hernandez-Arriaga, Belinda Marie. “There is a Monster in my House, Cultura Cura Uncovering 11 Milliones de Sueños: Understanding the Emotional and Psychological Experiences of Undocumented and Mixed-Status Youth and Finding Healing Spaces.” 2017. Thesis, University of San Francisco. Accessed June 24, 2019. https://repository.usfca.edu/diss/351.

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

MLA Handbook (7th Edition):

Hernandez-Arriaga, Belinda Marie. “There is a Monster in my House, Cultura Cura Uncovering 11 Milliones de Sueños: Understanding the Emotional and Psychological Experiences of Undocumented and Mixed-Status Youth and Finding Healing Spaces.” 2017. Web. 24 Jun 2019.

Vancouver:

Hernandez-Arriaga BM. There is a Monster in my House, Cultura Cura Uncovering 11 Milliones de Sueños: Understanding the Emotional and Psychological Experiences of Undocumented and Mixed-Status Youth and Finding Healing Spaces. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jun 24]. Available from: https://repository.usfca.edu/diss/351.

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

Council of Science Editors:

Hernandez-Arriaga BM. There is a Monster in my House, Cultura Cura Uncovering 11 Milliones de Sueños: Understanding the Emotional and Psychological Experiences of Undocumented and Mixed-Status Youth and Finding Healing Spaces. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/diss/351

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


University of Vermont

23. Dragon, Paul Arthur. Walk A Mile In My Shoes: The Social Construction Of Mental Illness Among State Administrators And Consumer-Advocates.

Degree: Doctor of Education (EdD), Educational Leadership and Policy Studies, 2016, University of Vermont

  From 19th century insane asylums to state sponsored eugenic programs in the 20th century, the state has been an incongruous leader and provider of… (more)

Subjects/Keywords: consumer advocates; institutions; mental health; role theory; social construction; state administrators; Philosophy; Psychiatric and Mental Health; Social Psychology

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APA (6th Edition):

Dragon, P. A. (2016). Walk A Mile In My Shoes: The Social Construction Of Mental Illness Among State Administrators And Consumer-Advocates. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/545

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):

Dragon, Paul Arthur. “Walk A Mile In My Shoes: The Social Construction Of Mental Illness Among State Administrators And Consumer-Advocates.” 2016. Thesis, University of Vermont. Accessed June 24, 2019. https://scholarworks.uvm.edu/graddis/545.

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

MLA Handbook (7th Edition):

Dragon, Paul Arthur. “Walk A Mile In My Shoes: The Social Construction Of Mental Illness Among State Administrators And Consumer-Advocates.” 2016. Web. 24 Jun 2019.

Vancouver:

Dragon PA. Walk A Mile In My Shoes: The Social Construction Of Mental Illness Among State Administrators And Consumer-Advocates. [Internet] [Thesis]. University of Vermont; 2016. [cited 2019 Jun 24]. Available from: https://scholarworks.uvm.edu/graddis/545.

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

Council of Science Editors:

Dragon PA. Walk A Mile In My Shoes: The Social Construction Of Mental Illness Among State Administrators And Consumer-Advocates. [Thesis]. University of Vermont; 2016. Available from: https://scholarworks.uvm.edu/graddis/545

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

24. Diaz, Rosanna S. Higher Education and the New Capitalism: Social Enterprise Partnerships and the Opportunity for Community Colleges.

Degree: Doctor of Education (EdD), Community College Leadership, 2009, National-Louis University

 In the current economic climate, driven by their mission of open access, affordability, and a desire to help all of their constituent communities, community colleges… (more)

Subjects/Keywords: Social enterprise; Social entrepreneurship; Partnerships; Alternative revenue streams; Collaboration; Community driven/market-driven program development; Community College Leadership

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APA (6th Edition):

Diaz, R. S. (2009). Higher Education and the New Capitalism: Social Enterprise Partnerships and the Opportunity for Community Colleges. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/17

Chicago Manual of Style (16th Edition):

Diaz, Rosanna S. “Higher Education and the New Capitalism: Social Enterprise Partnerships and the Opportunity for Community Colleges.” 2009. Doctoral Dissertation, National-Louis University. Accessed June 24, 2019. http://digitalcommons.nl.edu/diss/17.

MLA Handbook (7th Edition):

Diaz, Rosanna S. “Higher Education and the New Capitalism: Social Enterprise Partnerships and the Opportunity for Community Colleges.” 2009. Web. 24 Jun 2019.

Vancouver:

Diaz RS. Higher Education and the New Capitalism: Social Enterprise Partnerships and the Opportunity for Community Colleges. [Internet] [Doctoral dissertation]. National-Louis University; 2009. [cited 2019 Jun 24]. Available from: http://digitalcommons.nl.edu/diss/17.

Council of Science Editors:

Diaz RS. Higher Education and the New Capitalism: Social Enterprise Partnerships and the Opportunity for Community Colleges. [Doctoral Dissertation]. National-Louis University; 2009. Available from: http://digitalcommons.nl.edu/diss/17


Bowling Green State University

25. Salinas, José P. EDUCATIONAL EXPERIENCES OF CHILDREN IN THE MIGRANT STREAM: ECOLOGICAL FACTORS NECESSARY FOR ACADEMIC SUCCESS.

Degree: Doctor of Education (EdD), Leadership Studies, 2007, Bowling Green State University

 This year marks the 40th anniversary of the Title I – Part C, migrant education programs in Ohio. Limited research has been conducted on the… (more)

Subjects/Keywords: migrant; education; social capital; organic intellectuals; consejos; life history; ecological factors; migrant stream; Latino; Mexican; familism; sociocentric; leadership; social networks; resiliency

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APA (6th Edition):

Salinas, J. P. (2007). EDUCATIONAL EXPERIENCES OF CHILDREN IN THE MIGRANT STREAM: ECOLOGICAL FACTORS NECESSARY FOR ACADEMIC SUCCESS. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1179146294

Chicago Manual of Style (16th Edition):

Salinas, José P. “EDUCATIONAL EXPERIENCES OF CHILDREN IN THE MIGRANT STREAM: ECOLOGICAL FACTORS NECESSARY FOR ACADEMIC SUCCESS.” 2007. Doctoral Dissertation, Bowling Green State University. Accessed June 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1179146294.

MLA Handbook (7th Edition):

Salinas, José P. “EDUCATIONAL EXPERIENCES OF CHILDREN IN THE MIGRANT STREAM: ECOLOGICAL FACTORS NECESSARY FOR ACADEMIC SUCCESS.” 2007. Web. 24 Jun 2019.

Vancouver:

Salinas JP. EDUCATIONAL EXPERIENCES OF CHILDREN IN THE MIGRANT STREAM: ECOLOGICAL FACTORS NECESSARY FOR ACADEMIC SUCCESS. [Internet] [Doctoral dissertation]. Bowling Green State University; 2007. [cited 2019 Jun 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1179146294.

Council of Science Editors:

Salinas JP. EDUCATIONAL EXPERIENCES OF CHILDREN IN THE MIGRANT STREAM: ECOLOGICAL FACTORS NECESSARY FOR ACADEMIC SUCCESS. [Doctoral Dissertation]. Bowling Green State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1179146294


Montana Tech

26. Worrest, Henry Negley. CONTRIBUTIONS OF SETTLEMENT HOUSES TO EDUCATION IN THE UNITED STATES.

Degree: Doctor of Education (EdD), 1969, Montana Tech

Subjects/Keywords: Children with social disabilities Education.; Social settlements.

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APA (6th Edition):

Worrest, H. N. (1969). CONTRIBUTIONS OF SETTLEMENT HOUSES TO EDUCATION IN THE UNITED STATES. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/9680

Chicago Manual of Style (16th Edition):

Worrest, Henry Negley. “CONTRIBUTIONS OF SETTLEMENT HOUSES TO EDUCATION IN THE UNITED STATES.” 1969. Doctoral Dissertation, Montana Tech. Accessed June 24, 2019. https://scholarworks.umt.edu/etd/9680.

MLA Handbook (7th Edition):

Worrest, Henry Negley. “CONTRIBUTIONS OF SETTLEMENT HOUSES TO EDUCATION IN THE UNITED STATES.” 1969. Web. 24 Jun 2019.

Vancouver:

Worrest HN. CONTRIBUTIONS OF SETTLEMENT HOUSES TO EDUCATION IN THE UNITED STATES. [Internet] [Doctoral dissertation]. Montana Tech; 1969. [cited 2019 Jun 24]. Available from: https://scholarworks.umt.edu/etd/9680.

Council of Science Editors:

Worrest HN. CONTRIBUTIONS OF SETTLEMENT HOUSES TO EDUCATION IN THE UNITED STATES. [Doctoral Dissertation]. Montana Tech; 1969. Available from: https://scholarworks.umt.edu/etd/9680


Montana Tech

27. Farag, George Samoul. SOCIAL SCIENCE EDUCATION FOR GRADES K-12 IN MONTANA PUBLIC SCHOOLS.

Degree: Doctor of Education (EdD), 1978, Montana Tech

Subjects/Keywords: Social sciences Study and teaching Montana.; Social sciences Textbooks.

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APA (6th Edition):

Farag, G. S. (1978). SOCIAL SCIENCE EDUCATION FOR GRADES K-12 IN MONTANA PUBLIC SCHOOLS. (Doctoral Dissertation). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/10004

Chicago Manual of Style (16th Edition):

Farag, George Samoul. “SOCIAL SCIENCE EDUCATION FOR GRADES K-12 IN MONTANA PUBLIC SCHOOLS.” 1978. Doctoral Dissertation, Montana Tech. Accessed June 24, 2019. https://scholarworks.umt.edu/etd/10004.

MLA Handbook (7th Edition):

Farag, George Samoul. “SOCIAL SCIENCE EDUCATION FOR GRADES K-12 IN MONTANA PUBLIC SCHOOLS.” 1978. Web. 24 Jun 2019.

Vancouver:

Farag GS. SOCIAL SCIENCE EDUCATION FOR GRADES K-12 IN MONTANA PUBLIC SCHOOLS. [Internet] [Doctoral dissertation]. Montana Tech; 1978. [cited 2019 Jun 24]. Available from: https://scholarworks.umt.edu/etd/10004.

Council of Science Editors:

Farag GS. SOCIAL SCIENCE EDUCATION FOR GRADES K-12 IN MONTANA PUBLIC SCHOOLS. [Doctoral Dissertation]. Montana Tech; 1978. Available from: https://scholarworks.umt.edu/etd/10004


Bowling Green State University

28. Shirsat, Abhijeet R. Understanding the Allure and Danger of Fake News in Social Media Environments.

Degree: Doctor of Education (EdD), Leadership Studies, 2018, Bowling Green State University

 In 1785, Thomas Jefferson wrote,“The most effectual engines for [pacifying a nation] are the public papers... [A despotic] government always [keeps] a kind of standing… (more)

Subjects/Keywords: Educational Leadership; Mass Media; Fake news; Real news; Social media; Echo-chamber; Public policies; Social media behaviors

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APA (6th Edition):

Shirsat, A. R. (2018). Understanding the Allure and Danger of Fake News in Social Media Environments. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530280814598288

Chicago Manual of Style (16th Edition):

Shirsat, Abhijeet R. “Understanding the Allure and Danger of Fake News in Social Media Environments.” 2018. Doctoral Dissertation, Bowling Green State University. Accessed June 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530280814598288.

MLA Handbook (7th Edition):

Shirsat, Abhijeet R. “Understanding the Allure and Danger of Fake News in Social Media Environments.” 2018. Web. 24 Jun 2019.

Vancouver:

Shirsat AR. Understanding the Allure and Danger of Fake News in Social Media Environments. [Internet] [Doctoral dissertation]. Bowling Green State University; 2018. [cited 2019 Jun 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530280814598288.

Council of Science Editors:

Shirsat AR. Understanding the Allure and Danger of Fake News in Social Media Environments. [Doctoral Dissertation]. Bowling Green State University; 2018. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1530280814598288


Georgia Southern University

29. Eswine, Sharon M. The Exertion of a Choice: An Ecofeminist Vision ~ Aesthetic, Embodied, and Connected Learning.

Degree: Doctor of Education (EdD), Department of Curriculum, Foundations, and Reading, 2018, Georgia Southern University

  In this dissertation, I build upon Darwin’s (1859/1964) metaphor of the complex biological tangle of a river bank - plants, birds, insects, and earth… (more)

Subjects/Keywords: Learning; Aesthetics; Embodiment; Ecofeminism; Neuroaesthetics; Metaphor; Body-Mind; Feminism; Curriculum and Social Inquiry; Social and Philosophical Foundations of Education

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

APA (6th Edition):

Eswine, S. M. (2018). The Exertion of a Choice: An Ecofeminist Vision ~ Aesthetic, Embodied, and Connected Learning. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1838

Chicago Manual of Style (16th Edition):

Eswine, Sharon M. “The Exertion of a Choice: An Ecofeminist Vision ~ Aesthetic, Embodied, and Connected Learning.” 2018. Doctoral Dissertation, Georgia Southern University. Accessed June 24, 2019. https://digitalcommons.georgiasouthern.edu/etd/1838.

MLA Handbook (7th Edition):

Eswine, Sharon M. “The Exertion of a Choice: An Ecofeminist Vision ~ Aesthetic, Embodied, and Connected Learning.” 2018. Web. 24 Jun 2019.

Vancouver:

Eswine SM. The Exertion of a Choice: An Ecofeminist Vision ~ Aesthetic, Embodied, and Connected Learning. [Internet] [Doctoral dissertation]. Georgia Southern University; 2018. [cited 2019 Jun 24]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1838.

Council of Science Editors:

Eswine SM. The Exertion of a Choice: An Ecofeminist Vision ~ Aesthetic, Embodied, and Connected Learning. [Doctoral Dissertation]. Georgia Southern University; 2018. Available from: https://digitalcommons.georgiasouthern.edu/etd/1838


Georgia State University

30. Baiden, Felicia. Critical Conversations: A Social Justice-Driven Professional Learning Community.

Degree: Doctor of Education (EdD), Middle and Secondary Education, 2019, Georgia State University

  The purpose of this qualitative case study was to examine the phenomenon of a social justice-driven professional learning community. This study included 17 P-12… (more)

Subjects/Keywords: professional learning community; social justice; equity; critical conversations; teaching for social justice; critical literacy; multicultural children’s literature

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

APA (6th Edition):

Baiden, F. (2019). Critical Conversations: A Social Justice-Driven Professional Learning Community. (Thesis). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/79

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

Chicago Manual of Style (16th Edition):

Baiden, Felicia. “Critical Conversations: A Social Justice-Driven Professional Learning Community.” 2019. Thesis, Georgia State University. Accessed June 24, 2019. https://scholarworks.gsu.edu/mse_diss/79.

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

MLA Handbook (7th Edition):

Baiden, Felicia. “Critical Conversations: A Social Justice-Driven Professional Learning Community.” 2019. Web. 24 Jun 2019.

Vancouver:

Baiden F. Critical Conversations: A Social Justice-Driven Professional Learning Community. [Internet] [Thesis]. Georgia State University; 2019. [cited 2019 Jun 24]. Available from: https://scholarworks.gsu.edu/mse_diss/79.

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

Council of Science Editors:

Baiden F. Critical Conversations: A Social Justice-Driven Professional Learning Community. [Thesis]. Georgia State University; 2019. Available from: https://scholarworks.gsu.edu/mse_diss/79

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

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