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You searched for subject:(0456). Showing records 1 – 19 of 19 total matches.

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University of Toronto

1. Leigh, Steven Alan. Testing an Approach to Teaching Italian Lyric Diction to Opera Singers: An Action Research Study.

Degree: 2016, University of Toronto

Using the qualitative framework of action research (AR), this thesis empirically tested my five session, Italian Lyric Diction Course for Opera Singers by examining the… (more)

Subjects/Keywords: Diction; Instruction; Lyric; Opera; Pedagogy; Pronunciation; 0456

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APA (6th Edition):

Leigh, S. A. (2016). Testing an Approach to Teaching Italian Lyric Diction to Opera Singers: An Action Research Study. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/72743

Chicago Manual of Style (16th Edition):

Leigh, Steven Alan. “Testing an Approach to Teaching Italian Lyric Diction to Opera Singers: An Action Research Study.” 2016. Masters Thesis, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/72743.

MLA Handbook (7th Edition):

Leigh, Steven Alan. “Testing an Approach to Teaching Italian Lyric Diction to Opera Singers: An Action Research Study.” 2016. Web. 26 Sep 2020.

Vancouver:

Leigh SA. Testing an Approach to Teaching Italian Lyric Diction to Opera Singers: An Action Research Study. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/72743.

Council of Science Editors:

Leigh SA. Testing an Approach to Teaching Italian Lyric Diction to Opera Singers: An Action Research Study. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72743


University of Toronto

2. Gurprasad, Tiffany. (Un)Mapping the Stadium: Contextualizing Race and National Myth Making in Major League Baseball.

Degree: 2016, University of Toronto

This thesis examines how Major League Baseball functions as a pedagogy of citizenship by securing the white national subject through the consumption of racialized bodies.… (more)

Subjects/Keywords: baseball; citizenship; nation; race; space; sport; 0456

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APA (6th Edition):

Gurprasad, T. (2016). (Un)Mapping the Stadium: Contextualizing Race and National Myth Making in Major League Baseball. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/74845

Chicago Manual of Style (16th Edition):

Gurprasad, Tiffany. “(Un)Mapping the Stadium: Contextualizing Race and National Myth Making in Major League Baseball.” 2016. Masters Thesis, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/74845.

MLA Handbook (7th Edition):

Gurprasad, Tiffany. “(Un)Mapping the Stadium: Contextualizing Race and National Myth Making in Major League Baseball.” 2016. Web. 26 Sep 2020.

Vancouver:

Gurprasad T. (Un)Mapping the Stadium: Contextualizing Race and National Myth Making in Major League Baseball. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/74845.

Council of Science Editors:

Gurprasad T. (Un)Mapping the Stadium: Contextualizing Race and National Myth Making in Major League Baseball. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/74845


University of Toronto

3. Mann, Louise Alison. Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers.

Degree: 2014, University of Toronto

Emerging educational researchers are often faced with significant challenges as they enter into and navigate the expansive qualitative research field. Growing evidence supports the claim… (more)

Subjects/Keywords: collaboration; concept mapping; methodology; paradigm; qualitative inquiry; social-constructivism; 0456

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APA (6th Edition):

Mann, L. A. (2014). Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68524

Chicago Manual of Style (16th Edition):

Mann, Louise Alison. “Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers.” 2014. Masters Thesis, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/68524.

MLA Handbook (7th Edition):

Mann, Louise Alison. “Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers.” 2014. Web. 26 Sep 2020.

Vancouver:

Mann LA. Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/68524.

Council of Science Editors:

Mann LA. Navigating Paradigmatic Waters: Using Concept Mapping As A Tool for Paradigm Dialogue Amongst Emerging Qualitative Researchers. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68524


University of Toronto

4. Mitton, Daniel A. Sung Russian for the Low Male Voice Classical Singer: The Latent Pedagogical Value of Sung Russian.

Degree: 2020, University of Toronto

Low male voice classical singers (LMVs) are a statistical rarity (R. Miller 2008). Their relative scarcity notwithstanding, the research undertaken in this thesis shows that… (more)

Subjects/Keywords: bass; bass-baritone; diction; Russian; singing; voice; 0456

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APA (6th Edition):

Mitton, D. A. (2020). Sung Russian for the Low Male Voice Classical Singer: The Latent Pedagogical Value of Sung Russian. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/100864

Chicago Manual of Style (16th Edition):

Mitton, Daniel A. “Sung Russian for the Low Male Voice Classical Singer: The Latent Pedagogical Value of Sung Russian.” 2020. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/100864.

MLA Handbook (7th Edition):

Mitton, Daniel A. “Sung Russian for the Low Male Voice Classical Singer: The Latent Pedagogical Value of Sung Russian.” 2020. Web. 26 Sep 2020.

Vancouver:

Mitton DA. Sung Russian for the Low Male Voice Classical Singer: The Latent Pedagogical Value of Sung Russian. [Internet] [Doctoral dissertation]. University of Toronto; 2020. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/100864.

Council of Science Editors:

Mitton DA. Sung Russian for the Low Male Voice Classical Singer: The Latent Pedagogical Value of Sung Russian. [Doctoral Dissertation]. University of Toronto; 2020. Available from: http://hdl.handle.net/1807/100864


University of Toronto

5. Truman, Sarah E. Speculative Methodologies Emergent Literacies: Walking Writing as Research-Creation.

Degree: PhD, 2017, University of Toronto

My dissertation develops, extends, and experiments with theories of emergence to think ethico-politically about cultural productions, literacy practices, and pedagogies. Theoretically informed by process philosophy,… (more)

Subjects/Keywords: Literacy; Post-Qualitative Methodology; Public pedagogy; Research-creation; Walking; Writing; 0456

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APA (6th Edition):

Truman, S. E. (2017). Speculative Methodologies Emergent Literacies: Walking Writing as Research-Creation. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/98770

Chicago Manual of Style (16th Edition):

Truman, Sarah E. “Speculative Methodologies Emergent Literacies: Walking Writing as Research-Creation.” 2017. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/98770.

MLA Handbook (7th Edition):

Truman, Sarah E. “Speculative Methodologies Emergent Literacies: Walking Writing as Research-Creation.” 2017. Web. 26 Sep 2020.

Vancouver:

Truman SE. Speculative Methodologies Emergent Literacies: Walking Writing as Research-Creation. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/98770.

Council of Science Editors:

Truman SE. Speculative Methodologies Emergent Literacies: Walking Writing as Research-Creation. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/98770


University of Toronto

6. Ehrlick, Steven Paul. Building Learning Community in Post-Secondary Large Lecture Courses: A Blended Approach to Fostering Communities of Learners.

Degree: PhD, 2017, University of Toronto

 This design-based research study examined the ways in which a learning community approach can be enacted in large undergraduate lecture courses through a scaffolded, complex… (more)

Subjects/Keywords: active learning; collaborative learning; inquiry learning; learning community; social constructivism; 0456

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APA (6th Edition):

Ehrlick, S. P. (2017). Building Learning Community in Post-Secondary Large Lecture Courses: A Blended Approach to Fostering Communities of Learners. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80887

Chicago Manual of Style (16th Edition):

Ehrlick, Steven Paul. “Building Learning Community in Post-Secondary Large Lecture Courses: A Blended Approach to Fostering Communities of Learners.” 2017. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/80887.

MLA Handbook (7th Edition):

Ehrlick, Steven Paul. “Building Learning Community in Post-Secondary Large Lecture Courses: A Blended Approach to Fostering Communities of Learners.” 2017. Web. 26 Sep 2020.

Vancouver:

Ehrlick SP. Building Learning Community in Post-Secondary Large Lecture Courses: A Blended Approach to Fostering Communities of Learners. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/80887.

Council of Science Editors:

Ehrlick SP. Building Learning Community in Post-Secondary Large Lecture Courses: A Blended Approach to Fostering Communities of Learners. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/80887


University of Toronto

7. Wessels, Anne Elizabeth. Three Performances of the Postmetropolis: Youth, Drama, Theatre, and Pedagogy.

Degree: PhD, 2014, University of Toronto

 Three Performances of the Postmetropolis: Youth, Drama, Theatre, and PedagogyAnne Elizabeth WesselsOntario Institute for Studies in Education,University of Toronto2014ABSTRACTThis Canadian arts-infused ethnography inquires into youth… (more)

Subjects/Keywords: Drama; Ethnography; Performing Place; Place-based performance; Suburb; Youth; 0456

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APA (6th Edition):

Wessels, A. E. (2014). Three Performances of the Postmetropolis: Youth, Drama, Theatre, and Pedagogy. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68457

Chicago Manual of Style (16th Edition):

Wessels, Anne Elizabeth. “Three Performances of the Postmetropolis: Youth, Drama, Theatre, and Pedagogy.” 2014. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/68457.

MLA Handbook (7th Edition):

Wessels, Anne Elizabeth. “Three Performances of the Postmetropolis: Youth, Drama, Theatre, and Pedagogy.” 2014. Web. 26 Sep 2020.

Vancouver:

Wessels AE. Three Performances of the Postmetropolis: Youth, Drama, Theatre, and Pedagogy. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/68457.

Council of Science Editors:

Wessels AE. Three Performances of the Postmetropolis: Youth, Drama, Theatre, and Pedagogy. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68457


University of Toronto

8. Lepone, Christina Elizabeth. Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document.

Degree: 2016, University of Toronto

Students demonstrate increased engagement and knowledge retention when they are able to make connections between the text and the outside world. Despite the real world… (more)

Subjects/Keywords: holistic; integrated curriculum; James Beane; Ontario Ministry of Education; pedagogy; Susan Drake; 0456

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APA (6th Edition):

Lepone, C. E. (2016). Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/75152

Chicago Manual of Style (16th Edition):

Lepone, Christina Elizabeth. “Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document.” 2016. Masters Thesis, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/75152.

MLA Handbook (7th Edition):

Lepone, Christina Elizabeth. “Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document.” 2016. Web. 26 Sep 2020.

Vancouver:

Lepone CE. Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/75152.

Council of Science Editors:

Lepone CE. Exploring the Integrated Curriculum: A Critical Analysis of the Ontario Ministry of Education's Language Curriculum Document. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/75152


University of Toronto

9. Rajeswaran, Dargine. Caring on the 'Inside': Tales of a Critical Educator in a (More) Punitive Space.

Degree: 2019, University of Toronto

As a secondary-level educator with experiences in formal educational including mainstream, alternative, and programs in male correctional facilities, my learners seem to thrive because they… (more)

Subjects/Keywords: carceral education; caring pedagogy; criminal justice system; formal education; prison education; warm demander; 0456

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APA (6th Edition):

Rajeswaran, D. (2019). Caring on the 'Inside': Tales of a Critical Educator in a (More) Punitive Space. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/98297

Chicago Manual of Style (16th Edition):

Rajeswaran, Dargine. “Caring on the 'Inside': Tales of a Critical Educator in a (More) Punitive Space.” 2019. Masters Thesis, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/98297.

MLA Handbook (7th Edition):

Rajeswaran, Dargine. “Caring on the 'Inside': Tales of a Critical Educator in a (More) Punitive Space.” 2019. Web. 26 Sep 2020.

Vancouver:

Rajeswaran D. Caring on the 'Inside': Tales of a Critical Educator in a (More) Punitive Space. [Internet] [Masters thesis]. University of Toronto; 2019. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/98297.

Council of Science Editors:

Rajeswaran D. Caring on the 'Inside': Tales of a Critical Educator in a (More) Punitive Space. [Masters Thesis]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/98297


University of Toronto

10. Stephens, Airin Calder. (Re)Making Identities: Negotiating Critical Literacy in an Urban High School.

Degree: 2016, University of Toronto

How can teachers meaningfully engage with the students around issues of identity in the classroom? In response to this question, I used my urban Toronto… (more)

Subjects/Keywords: critical literacy; culturally relevant pedagogy; practitioner research; transition programs; youth identity; youth voice; 0456

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APA (6th Edition):

Stephens, A. C. (2016). (Re)Making Identities: Negotiating Critical Literacy in an Urban High School. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/72798

Chicago Manual of Style (16th Edition):

Stephens, Airin Calder. “(Re)Making Identities: Negotiating Critical Literacy in an Urban High School.” 2016. Masters Thesis, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/72798.

MLA Handbook (7th Edition):

Stephens, Airin Calder. “(Re)Making Identities: Negotiating Critical Literacy in an Urban High School.” 2016. Web. 26 Sep 2020.

Vancouver:

Stephens AC. (Re)Making Identities: Negotiating Critical Literacy in an Urban High School. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/72798.

Council of Science Editors:

Stephens AC. (Re)Making Identities: Negotiating Critical Literacy in an Urban High School. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72798


University of Toronto

11. Rowsell, Jonathan. Song and Wind in Canada: The Impact of Arnold Jacobs’s Teaching on Canadian Tuba Pedagogues.

Degree: 2018, University of Toronto

The purpose of this study is to investigate the impact of Arnold Jacobs on the pedagogical approaches of prominent tuba teachers in Canada. Nine tuba… (more)

Subjects/Keywords: Arnold Jacobs; Brass Pedagogy; Canadian Tuba Teachers; Jonathan Rowsell; Song and Wind; Tuba Pedagogy; 0456

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APA (6th Edition):

Rowsell, J. (2018). Song and Wind in Canada: The Impact of Arnold Jacobs’s Teaching on Canadian Tuba Pedagogues. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/92002

Chicago Manual of Style (16th Edition):

Rowsell, Jonathan. “Song and Wind in Canada: The Impact of Arnold Jacobs’s Teaching on Canadian Tuba Pedagogues.” 2018. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/92002.

MLA Handbook (7th Edition):

Rowsell, Jonathan. “Song and Wind in Canada: The Impact of Arnold Jacobs’s Teaching on Canadian Tuba Pedagogues.” 2018. Web. 26 Sep 2020.

Vancouver:

Rowsell J. Song and Wind in Canada: The Impact of Arnold Jacobs’s Teaching on Canadian Tuba Pedagogues. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/92002.

Council of Science Editors:

Rowsell J. Song and Wind in Canada: The Impact of Arnold Jacobs’s Teaching on Canadian Tuba Pedagogues. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/92002


University of Toronto

12. Serevetas-Paulovic, Maria. The Teacher's Role in Orchestrating a Knowledge Community and Inquiry Classroom.

Degree: PhD, 2019, University of Toronto

 This design-based study examined the teacher’s role in orchestrating a secondary science curriculum designed according to the pedagogical model known as Knowledge Community and Inquiry… (more)

Subjects/Keywords: K-12 science; Knowledge Community and Inquiry; learning sciences; pedagogy for competencies; science education; teacher's role; 0456

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APA (6th Edition):

Serevetas-Paulovic, M. (2019). The Teacher's Role in Orchestrating a Knowledge Community and Inquiry Classroom. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/97646

Chicago Manual of Style (16th Edition):

Serevetas-Paulovic, Maria. “The Teacher's Role in Orchestrating a Knowledge Community and Inquiry Classroom.” 2019. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/97646.

MLA Handbook (7th Edition):

Serevetas-Paulovic, Maria. “The Teacher's Role in Orchestrating a Knowledge Community and Inquiry Classroom.” 2019. Web. 26 Sep 2020.

Vancouver:

Serevetas-Paulovic M. The Teacher's Role in Orchestrating a Knowledge Community and Inquiry Classroom. [Internet] [Doctoral dissertation]. University of Toronto; 2019. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/97646.

Council of Science Editors:

Serevetas-Paulovic M. The Teacher's Role in Orchestrating a Knowledge Community and Inquiry Classroom. [Doctoral Dissertation]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/97646


University of Toronto

13. Knouzi, Ibtissem. Negotiating the Zone of Proximal Development in a Pre-University Advanced Academic Writing Classroom.

Degree: PhD, 2018, University of Toronto

 Grounded in sociocultural theory (SCT) of mind and a social-constructivist view of learning, the present study analyzed in depth the construction of Zones of Proximal… (more)

Subjects/Keywords: English as a Second Language; English for Academic Purposes; Second Language Writing; Socio-cultural Theory; Zone of proximal development; 0456

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APA (6th Edition):

Knouzi, I. (2018). Negotiating the Zone of Proximal Development in a Pre-University Advanced Academic Writing Classroom. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/91978

Chicago Manual of Style (16th Edition):

Knouzi, Ibtissem. “Negotiating the Zone of Proximal Development in a Pre-University Advanced Academic Writing Classroom.” 2018. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/91978.

MLA Handbook (7th Edition):

Knouzi, Ibtissem. “Negotiating the Zone of Proximal Development in a Pre-University Advanced Academic Writing Classroom.” 2018. Web. 26 Sep 2020.

Vancouver:

Knouzi I. Negotiating the Zone of Proximal Development in a Pre-University Advanced Academic Writing Classroom. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/91978.

Council of Science Editors:

Knouzi I. Negotiating the Zone of Proximal Development in a Pre-University Advanced Academic Writing Classroom. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91978


Kansas State University

14. Cox, Chelsea L. A Spanish three model unit on food: a teaching philosophy with complementary instructional practices.

Degree: MA, Department of Modern Languages, 2011, Kansas State University

 In this report, I present my personal teaching philosophy and the instructional practices that I believe best contribute to a successful second language classroom. Comprising… (more)

Subjects/Keywords: Second language acquisition; Teaching philosophy; Instructional practices; Spanish; Foreign Language Instruction (0444); Language, Modern (0291); Pedagogy (0456)

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APA (6th Edition):

Cox, C. L. (2011). A Spanish three model unit on food: a teaching philosophy with complementary instructional practices. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/13127

Chicago Manual of Style (16th Edition):

Cox, Chelsea L. “A Spanish three model unit on food: a teaching philosophy with complementary instructional practices.” 2011. Masters Thesis, Kansas State University. Accessed September 26, 2020. http://hdl.handle.net/2097/13127.

MLA Handbook (7th Edition):

Cox, Chelsea L. “A Spanish three model unit on food: a teaching philosophy with complementary instructional practices.” 2011. Web. 26 Sep 2020.

Vancouver:

Cox CL. A Spanish three model unit on food: a teaching philosophy with complementary instructional practices. [Internet] [Masters thesis]. Kansas State University; 2011. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/2097/13127.

Council of Science Editors:

Cox CL. A Spanish three model unit on food: a teaching philosophy with complementary instructional practices. [Masters Thesis]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/13127

15. Dwyer, Jessica Hewitt. Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions.

Degree: PhD, Curriculum and Instruction Programs, 2015, Kansas State University

 Regardless of discipline, a decades-long battle has ensued within nearly every classroom in higher education: instructors getting students to come to class prepared to learn.… (more)

Subjects/Keywords: Pedagogy; JiTT; Just in Time Teaching; Higher education; Science Education; Fidelity of implementation; Education, Technology (0710); Pedagogy (0456); Science Education (0714)

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APA (6th Edition):

Dwyer, J. H. (2015). Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/20338

Chicago Manual of Style (16th Edition):

Dwyer, Jessica Hewitt. “Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions.” 2015. Doctoral Dissertation, Kansas State University. Accessed September 26, 2020. http://hdl.handle.net/2097/20338.

MLA Handbook (7th Edition):

Dwyer, Jessica Hewitt. “Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions.” 2015. Web. 26 Sep 2020.

Vancouver:

Dwyer JH. Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions. [Internet] [Doctoral dissertation]. Kansas State University; 2015. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/2097/20338.

Council of Science Editors:

Dwyer JH. Just-in-time teaching in undergraduate physics courses: implementation, learning, and perceptions. [Doctoral Dissertation]. Kansas State University; 2015. Available from: http://hdl.handle.net/2097/20338

16. Guerrero, Alexandra Cristina. Rethinking [email protected] Student Engagement: Identification, Community Engagement, and Transformative Learning through Youth Participatory Action Research.

Degree: PhD, 2014, University of Toronto

 My dissertation explores the ways in which youth participatory action research (YPAR) can provide students with the affective and the socio-educational experiences to become agents… (more)

Subjects/Keywords: Latina/o youth; participatory action research; secondary teaching and learning; transformative learning; 0456

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APA (6th Edition):

Guerrero, A. C. (2014). Rethinking [email protected] Student Engagement: Identification, Community Engagement, and Transformative Learning through Youth Participatory Action Research. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68130

Chicago Manual of Style (16th Edition):

Guerrero, Alexandra Cristina. “Rethinking [email protected] Student Engagement: Identification, Community Engagement, and Transformative Learning through Youth Participatory Action Research.” 2014. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/68130.

MLA Handbook (7th Edition):

Guerrero, Alexandra Cristina. “Rethinking [email protected] Student Engagement: Identification, Community Engagement, and Transformative Learning through Youth Participatory Action Research.” 2014. Web. 26 Sep 2020.

Vancouver:

Guerrero AC. Rethinking [email protected] Student Engagement: Identification, Community Engagement, and Transformative Learning through Youth Participatory Action Research. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/68130.

Council of Science Editors:

Guerrero AC. Rethinking [email protected] Student Engagement: Identification, Community Engagement, and Transformative Learning through Youth Participatory Action Research. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68130

17. Grose, Karen Louise. From 21st Century Learning to Learning in the 21st Century: Influences on Transforming Teacher Knowledge of Constructivist Practices in Technology-rich Learning Environments.

Degree: PhD, 2014, University of Toronto

 Teaching practices supported by networked digital technologies that activate the kind of learning environments advocated by the learning sciences require significant changes in pedagogical practices… (more)

Subjects/Keywords: Change and Improvement; Knowledge Building; Learning in the 21st Century; Learning Sciences; Pedagogy; Technology; 0456

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

APA (6th Edition):

Grose, K. L. (2014). From 21st Century Learning to Learning in the 21st Century: Influences on Transforming Teacher Knowledge of Constructivist Practices in Technology-rich Learning Environments. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68162

Chicago Manual of Style (16th Edition):

Grose, Karen Louise. “From 21st Century Learning to Learning in the 21st Century: Influences on Transforming Teacher Knowledge of Constructivist Practices in Technology-rich Learning Environments.” 2014. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/68162.

MLA Handbook (7th Edition):

Grose, Karen Louise. “From 21st Century Learning to Learning in the 21st Century: Influences on Transforming Teacher Knowledge of Constructivist Practices in Technology-rich Learning Environments.” 2014. Web. 26 Sep 2020.

Vancouver:

Grose KL. From 21st Century Learning to Learning in the 21st Century: Influences on Transforming Teacher Knowledge of Constructivist Practices in Technology-rich Learning Environments. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/68162.

Council of Science Editors:

Grose KL. From 21st Century Learning to Learning in the 21st Century: Influences on Transforming Teacher Knowledge of Constructivist Practices in Technology-rich Learning Environments. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68162

18. Armstrong, Cosette M. The journey toward the integration of sustainability in apparel and textiles education: a case study.

Degree: PhD, Department of Apparel, Textiles, and Interior Design, 2011, Kansas State University

 The UN has challenged higher education to integrate sustainability across all disciplines, declaring 2005-2014 the Decade for Educational for Sustainable Development (DESD) (UNESCO, 2003). Education… (more)

Subjects/Keywords: Sustainability education; Textiles and apparel education; Curriculum; Qualitative; Business Education (0688); Higher Education (0745); Pedagogy (0456)

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

APA (6th Edition):

Armstrong, C. M. (2011). The journey toward the integration of sustainability in apparel and textiles education: a case study. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/9969

Chicago Manual of Style (16th Edition):

Armstrong, Cosette M. “The journey toward the integration of sustainability in apparel and textiles education: a case study.” 2011. Doctoral Dissertation, Kansas State University. Accessed September 26, 2020. http://hdl.handle.net/2097/9969.

MLA Handbook (7th Edition):

Armstrong, Cosette M. “The journey toward the integration of sustainability in apparel and textiles education: a case study.” 2011. Web. 26 Sep 2020.

Vancouver:

Armstrong CM. The journey toward the integration of sustainability in apparel and textiles education: a case study. [Internet] [Doctoral dissertation]. Kansas State University; 2011. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/2097/9969.

Council of Science Editors:

Armstrong CM. The journey toward the integration of sustainability in apparel and textiles education: a case study. [Doctoral Dissertation]. Kansas State University; 2011. Available from: http://hdl.handle.net/2097/9969

19. Luczak, Jessica. A survey of tragic love in vocal repertoire for the lyric soprano.

Degree: MM, Department of Music, 2013, Kansas State University

 This report contains biographical, historical, and analytical commentary on the following composers and their pieces for soprano voice: Henry Purcell and The Blessed Virgin's Expostulation;… (more)

Subjects/Keywords: Henry Purcell; Franz Schubert; Jacques Offenbach; Libby Larsen; Charles Gounod; Soprano voice recital; Fine Arts (0357); Music (0413); Musical Performances (0943); Pedagogy (0456); Performing Arts (0641)

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

APA (6th Edition):

Luczak, J. (2013). A survey of tragic love in vocal repertoire for the lyric soprano. (Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/15676

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):

Luczak, Jessica. “A survey of tragic love in vocal repertoire for the lyric soprano.” 2013. Thesis, Kansas State University. Accessed September 26, 2020. http://hdl.handle.net/2097/15676.

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

MLA Handbook (7th Edition):

Luczak, Jessica. “A survey of tragic love in vocal repertoire for the lyric soprano.” 2013. Web. 26 Sep 2020.

Vancouver:

Luczak J. A survey of tragic love in vocal repertoire for the lyric soprano. [Internet] [Thesis]. Kansas State University; 2013. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/2097/15676.

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

Council of Science Editors:

Luczak J. A survey of tragic love in vocal repertoire for the lyric soprano. [Thesis]. Kansas State University; 2013. Available from: http://hdl.handle.net/2097/15676

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

.