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You searched for subject:(0515). Showing records 1 – 30 of 297 total matches.

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University of Toronto

1. Tihak, Emina. Integration of Chinese Immigrants Into a Canadian School Environment: A Case Study.

Degree: 2016, University of Toronto

My research study focuses on Chinese immigrants who feel marginalized in the Canadian school system due to their lack of proficiency in English. My research… (more)

Subjects/Keywords: 0515

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APA (6th Edition):

Tihak, E. (2016). Integration of Chinese Immigrants Into a Canadian School Environment: A Case Study. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/72805

Chicago Manual of Style (16th Edition):

Tihak, Emina. “Integration of Chinese Immigrants Into a Canadian School Environment: A Case Study.” 2016. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/72805.

MLA Handbook (7th Edition):

Tihak, Emina. “Integration of Chinese Immigrants Into a Canadian School Environment: A Case Study.” 2016. Web. 26 Apr 2019.

Vancouver:

Tihak E. Integration of Chinese Immigrants Into a Canadian School Environment: A Case Study. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/72805.

Council of Science Editors:

Tihak E. Integration of Chinese Immigrants Into a Canadian School Environment: A Case Study. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72805


University of Toronto

2. Patmanathan, Michelle Nisha. Slam as Methodology: Theory, Performance, Practice.

Degree: 2014, University of Toronto

This thesis study theorizes slam as a research methodology in order to examine issues of access and representation in arts-based educational research (ABER). I explain… (more)

Subjects/Keywords: 0515

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APA (6th Edition):

Patmanathan, M. N. (2014). Slam as Methodology: Theory, Performance, Practice. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67961

Chicago Manual of Style (16th Edition):

Patmanathan, Michelle Nisha. “Slam as Methodology: Theory, Performance, Practice.” 2014. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/67961.

MLA Handbook (7th Edition):

Patmanathan, Michelle Nisha. “Slam as Methodology: Theory, Performance, Practice.” 2014. Web. 26 Apr 2019.

Vancouver:

Patmanathan MN. Slam as Methodology: Theory, Performance, Practice. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/67961.

Council of Science Editors:

Patmanathan MN. Slam as Methodology: Theory, Performance, Practice. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67961


University of Toronto

3. Bellemare, Annie. Le rapport à l'identité chez les jeunes des écoles francophones de l'Ontario.

Degree: 2014, University of Toronto

En Ontario, l'école de langue française joue un rôle significatif dans le développement du rapport à l'identité francophone chez les jeunes, en raison du contexte… (more)

Subjects/Keywords: 0515

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APA (6th Edition):

Bellemare, A. (2014). Le rapport à l'identité chez les jeunes des écoles francophones de l'Ontario. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68544

Chicago Manual of Style (16th Edition):

Bellemare, Annie. “Le rapport à l'identité chez les jeunes des écoles francophones de l'Ontario.” 2014. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/68544.

MLA Handbook (7th Edition):

Bellemare, Annie. “Le rapport à l'identité chez les jeunes des écoles francophones de l'Ontario.” 2014. Web. 26 Apr 2019.

Vancouver:

Bellemare A. Le rapport à l'identité chez les jeunes des écoles francophones de l'Ontario. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/68544.

Council of Science Editors:

Bellemare A. Le rapport à l'identité chez les jeunes des écoles francophones de l'Ontario. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68544


University of Toronto

4. Koecher, Austen Rae. Learning from Life Histories of Queerness in Schools and Experiences with Mental Health Systems.

Degree: 2015, University of Toronto

This study involves a series of life history interviews with two participants who experienced homophobia as students in school, and who have had contact with… (more)

Subjects/Keywords: 0515

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APA (6th Edition):

Koecher, A. R. (2015). Learning from Life Histories of Queerness in Schools and Experiences with Mental Health Systems. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/71424

Chicago Manual of Style (16th Edition):

Koecher, Austen Rae. “Learning from Life Histories of Queerness in Schools and Experiences with Mental Health Systems.” 2015. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/71424.

MLA Handbook (7th Edition):

Koecher, Austen Rae. “Learning from Life Histories of Queerness in Schools and Experiences with Mental Health Systems.” 2015. Web. 26 Apr 2019.

Vancouver:

Koecher AR. Learning from Life Histories of Queerness in Schools and Experiences with Mental Health Systems. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/71424.

Council of Science Editors:

Koecher AR. Learning from Life Histories of Queerness in Schools and Experiences with Mental Health Systems. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/71424


University of Toronto

5. Karia, Hetal. Effectiveness of a Community-based After-school Substance Use Prevention Program: The Kiwanis Boys and Girls Clubs- The Level Up! Program.

Degree: 2016, University of Toronto

Introduction: I evaluated a community based after school substance prevention program for youth out of the Kiwanis Boys and Girls Club located in Toronto. The… (more)

Subjects/Keywords: 0515

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APA (6th Edition):

Karia, H. (2016). Effectiveness of a Community-based After-school Substance Use Prevention Program: The Kiwanis Boys and Girls Clubs- The Level Up! Program. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/72679

Chicago Manual of Style (16th Edition):

Karia, Hetal. “Effectiveness of a Community-based After-school Substance Use Prevention Program: The Kiwanis Boys and Girls Clubs- The Level Up! Program.” 2016. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/72679.

MLA Handbook (7th Edition):

Karia, Hetal. “Effectiveness of a Community-based After-school Substance Use Prevention Program: The Kiwanis Boys and Girls Clubs- The Level Up! Program.” 2016. Web. 26 Apr 2019.

Vancouver:

Karia H. Effectiveness of a Community-based After-school Substance Use Prevention Program: The Kiwanis Boys and Girls Clubs- The Level Up! Program. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/72679.

Council of Science Editors:

Karia H. Effectiveness of a Community-based After-school Substance Use Prevention Program: The Kiwanis Boys and Girls Clubs- The Level Up! Program. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/72679


University of Toronto

6. Hudson, Audreylee. Decolonizing Indigenous Youth Studies: Photography and Hip Hop as Sites of Resilience.

Degree: PhD, 2016, University of Toronto

 This dissertation examines the role an arts-based educational program played in unleashing youth's creativity as they confront various structures of power that become challenges to… (more)

Subjects/Keywords: 0515

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APA (6th Edition):

Hudson, A. (2016). Decolonizing Indigenous Youth Studies: Photography and Hip Hop as Sites of Resilience. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/73020

Chicago Manual of Style (16th Edition):

Hudson, Audreylee. “Decolonizing Indigenous Youth Studies: Photography and Hip Hop as Sites of Resilience.” 2016. Doctoral Dissertation, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/73020.

MLA Handbook (7th Edition):

Hudson, Audreylee. “Decolonizing Indigenous Youth Studies: Photography and Hip Hop as Sites of Resilience.” 2016. Web. 26 Apr 2019.

Vancouver:

Hudson A. Decolonizing Indigenous Youth Studies: Photography and Hip Hop as Sites of Resilience. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/73020.

Council of Science Editors:

Hudson A. Decolonizing Indigenous Youth Studies: Photography and Hip Hop as Sites of Resilience. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/73020


University of Toronto

7. Menna, Lidia. Negotiating Multiple Literacies: Student Teachers' Conceptions, Experiences, and Practices.

Degree: PhD, 2016, University of Toronto

 This longitudinal and qualitative study makes an important contribution to literacy teacher education because it highlights the need for more systematic research to examine how… (more)

Subjects/Keywords: 0515

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APA (6th Edition):

Menna, L. (2016). Negotiating Multiple Literacies: Student Teachers' Conceptions, Experiences, and Practices. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/73064

Chicago Manual of Style (16th Edition):

Menna, Lidia. “Negotiating Multiple Literacies: Student Teachers' Conceptions, Experiences, and Practices.” 2016. Doctoral Dissertation, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/73064.

MLA Handbook (7th Edition):

Menna, Lidia. “Negotiating Multiple Literacies: Student Teachers' Conceptions, Experiences, and Practices.” 2016. Web. 26 Apr 2019.

Vancouver:

Menna L. Negotiating Multiple Literacies: Student Teachers' Conceptions, Experiences, and Practices. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/73064.

Council of Science Editors:

Menna L. Negotiating Multiple Literacies: Student Teachers' Conceptions, Experiences, and Practices. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/73064


University of Toronto

8. Wideman, Maureen Anne. Caring, Sharing, Coping and Control: Academic Dishonesty and the Nursing Student.

Degree: 2009, University of Toronto

Academic dishonesty within postsecondary institutions is a significant issue. As such, academic dishonesty has been the subject of more than 100 studies over the last… (more)

Subjects/Keywords: Education; Health; 0515

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APA (6th Edition):

Wideman, M. A. (2009). Caring, Sharing, Coping and Control: Academic Dishonesty and the Nursing Student. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/19139

Chicago Manual of Style (16th Edition):

Wideman, Maureen Anne. “Caring, Sharing, Coping and Control: Academic Dishonesty and the Nursing Student.” 2009. Doctoral Dissertation, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/19139.

MLA Handbook (7th Edition):

Wideman, Maureen Anne. “Caring, Sharing, Coping and Control: Academic Dishonesty and the Nursing Student.” 2009. Web. 26 Apr 2019.

Vancouver:

Wideman MA. Caring, Sharing, Coping and Control: Academic Dishonesty and the Nursing Student. [Internet] [Doctoral dissertation]. University of Toronto; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/19139.

Council of Science Editors:

Wideman MA. Caring, Sharing, Coping and Control: Academic Dishonesty and the Nursing Student. [Doctoral Dissertation]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/19139


University of Toronto

9. Motha, Jennifer Meena. Meditation and Holistic Contemplative Pedagogy: An Exploration of the Relationship of Five Teachers' Meditation Practices to the Pedagogical Process.

Degree: PhD, 2015, University of Toronto

 This qualitative study examines how five teachers' meditation practices have an impact on their pedagogy. The teachers' spiritual practice of mindfulness meditation shapes their understanding… (more)

Subjects/Keywords: meditation; phenomenology; 0515

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APA (6th Edition):

Motha, J. M. (2015). Meditation and Holistic Contemplative Pedagogy: An Exploration of the Relationship of Five Teachers' Meditation Practices to the Pedagogical Process. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/69425

Chicago Manual of Style (16th Edition):

Motha, Jennifer Meena. “Meditation and Holistic Contemplative Pedagogy: An Exploration of the Relationship of Five Teachers' Meditation Practices to the Pedagogical Process.” 2015. Doctoral Dissertation, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/69425.

MLA Handbook (7th Edition):

Motha, Jennifer Meena. “Meditation and Holistic Contemplative Pedagogy: An Exploration of the Relationship of Five Teachers' Meditation Practices to the Pedagogical Process.” 2015. Web. 26 Apr 2019.

Vancouver:

Motha JM. Meditation and Holistic Contemplative Pedagogy: An Exploration of the Relationship of Five Teachers' Meditation Practices to the Pedagogical Process. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/69425.

Council of Science Editors:

Motha JM. Meditation and Holistic Contemplative Pedagogy: An Exploration of the Relationship of Five Teachers' Meditation Practices to the Pedagogical Process. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69425


University of Toronto

10. DeJong, Matthew. Teaching as Mentoring: How Secondary School Teachers Engage in the Mentoring of Students.

Degree: PhD, 2014, University of Toronto

 Teaching as Mentoring: How Secondary School Teachers Engage in the Mentoring of StudentsMatthew DeJongDoctor of PhilosophyDepartment of Curriculum, Teaching and LearningUniversity of Toronto(2014) Abstract This… (more)

Subjects/Keywords: Mentoring; Secondary; 0515

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APA (6th Edition):

DeJong, M. (2014). Teaching as Mentoring: How Secondary School Teachers Engage in the Mentoring of Students. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/68447

Chicago Manual of Style (16th Edition):

DeJong, Matthew. “Teaching as Mentoring: How Secondary School Teachers Engage in the Mentoring of Students.” 2014. Doctoral Dissertation, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/68447.

MLA Handbook (7th Edition):

DeJong, Matthew. “Teaching as Mentoring: How Secondary School Teachers Engage in the Mentoring of Students.” 2014. Web. 26 Apr 2019.

Vancouver:

DeJong M. Teaching as Mentoring: How Secondary School Teachers Engage in the Mentoring of Students. [Internet] [Doctoral dissertation]. University of Toronto; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/68447.

Council of Science Editors:

DeJong M. Teaching as Mentoring: How Secondary School Teachers Engage in the Mentoring of Students. [Doctoral Dissertation]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68447


University of Toronto

11. Mahamed, Fowzia. There is No Choice: Examining Somali Parents' Experience with Special Education.

Degree: 2010, University of Toronto

We now have a student population that is culturally, linguistically and economically diverse. This, in turn, has resulted in school board initiatives in response to… (more)

Subjects/Keywords: Special Education; Minority; 0515; 0525

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APA (6th Edition):

Mahamed, F. (2010). There is No Choice: Examining Somali Parents' Experience with Special Education. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/24231

Chicago Manual of Style (16th Edition):

Mahamed, Fowzia. “There is No Choice: Examining Somali Parents' Experience with Special Education.” 2010. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/24231.

MLA Handbook (7th Edition):

Mahamed, Fowzia. “There is No Choice: Examining Somali Parents' Experience with Special Education.” 2010. Web. 26 Apr 2019.

Vancouver:

Mahamed F. There is No Choice: Examining Somali Parents' Experience with Special Education. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/24231.

Council of Science Editors:

Mahamed F. There is No Choice: Examining Somali Parents' Experience with Special Education. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24231


University of Toronto

12. Barrese, Romina. Exploring the Relationship Between Principal Behaviour and Student Achievement.

Degree: 2014, University of Toronto

Leadership is critical in initiating and maintaining school improvement, yet the nature of that leadership, and its impact on school improvement remains a contentious issue.… (more)

Subjects/Keywords: Leadershp; Literacy; Student Achievement; 0515

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APA (6th Edition):

Barrese, R. (2014). Exploring the Relationship Between Principal Behaviour and Student Achievement. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68489

Chicago Manual of Style (16th Edition):

Barrese, Romina. “Exploring the Relationship Between Principal Behaviour and Student Achievement.” 2014. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/68489.

MLA Handbook (7th Edition):

Barrese, Romina. “Exploring the Relationship Between Principal Behaviour and Student Achievement.” 2014. Web. 26 Apr 2019.

Vancouver:

Barrese R. Exploring the Relationship Between Principal Behaviour and Student Achievement. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/68489.

Council of Science Editors:

Barrese R. Exploring the Relationship Between Principal Behaviour and Student Achievement. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68489


University of Toronto

13. Altidor-Brooks, Alison Genevieve. Citation Use and Identity Construction: Discourse Appropriation in Advanced Academic Literacy Practices.

Degree: 2014, University of Toronto

Using a case study approach, this research investigated the intersection between citation use and identity construction by examining, as examples of advanced academic literacy practices,… (more)

Subjects/Keywords: Citation practices; Identity construction; 0515

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APA (6th Edition):

Altidor-Brooks, A. G. (2014). Citation Use and Identity Construction: Discourse Appropriation in Advanced Academic Literacy Practices. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70191

Chicago Manual of Style (16th Edition):

Altidor-Brooks, Alison Genevieve. “Citation Use and Identity Construction: Discourse Appropriation in Advanced Academic Literacy Practices.” 2014. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/70191.

MLA Handbook (7th Edition):

Altidor-Brooks, Alison Genevieve. “Citation Use and Identity Construction: Discourse Appropriation in Advanced Academic Literacy Practices.” 2014. Web. 26 Apr 2019.

Vancouver:

Altidor-Brooks AG. Citation Use and Identity Construction: Discourse Appropriation in Advanced Academic Literacy Practices. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/70191.

Council of Science Editors:

Altidor-Brooks AG. Citation Use and Identity Construction: Discourse Appropriation in Advanced Academic Literacy Practices. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/70191


University of Toronto

14. Tam, Ian Nathan. Possibilities and Challenges in Designing Knowledge Building Environments for Secondary School Mathematics.

Degree: 2016, University of Toronto

This research sought to introduce Knowledge Building pedagogy into Ontario secondary school mathematics classes to explore the extent to which discourse aimed at deep understanding… (more)

Subjects/Keywords: education; knowledge building; mathematics; 0515

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APA (6th Edition):

Tam, I. N. (2016). Possibilities and Challenges in Designing Knowledge Building Environments for Secondary School Mathematics. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/76042

Chicago Manual of Style (16th Edition):

Tam, Ian Nathan. “Possibilities and Challenges in Designing Knowledge Building Environments for Secondary School Mathematics.” 2016. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/76042.

MLA Handbook (7th Edition):

Tam, Ian Nathan. “Possibilities and Challenges in Designing Knowledge Building Environments for Secondary School Mathematics.” 2016. Web. 26 Apr 2019.

Vancouver:

Tam IN. Possibilities and Challenges in Designing Knowledge Building Environments for Secondary School Mathematics. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/76042.

Council of Science Editors:

Tam IN. Possibilities and Challenges in Designing Knowledge Building Environments for Secondary School Mathematics. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/76042

15. Freeby, Raymond. A phenomenological observation of two theatrical learning environments.

Degree: PhD, Department of Educational Leadership, 2013, Kansas State University

 This modified qualitative study focused on observations of learning procedures and performance outcomes of two theatrical learning environments (TLE), using a select set of phenomenological… (more)

Subjects/Keywords: Education; Education, General (0515)

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APA (6th Edition):

Freeby, R. (2013). A phenomenological observation of two theatrical learning environments. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/15672

Chicago Manual of Style (16th Edition):

Freeby, Raymond. “A phenomenological observation of two theatrical learning environments.” 2013. Doctoral Dissertation, Kansas State University. Accessed April 26, 2019. http://hdl.handle.net/2097/15672.

MLA Handbook (7th Edition):

Freeby, Raymond. “A phenomenological observation of two theatrical learning environments.” 2013. Web. 26 Apr 2019.

Vancouver:

Freeby R. A phenomenological observation of two theatrical learning environments. [Internet] [Doctoral dissertation]. Kansas State University; 2013. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/2097/15672.

Council of Science Editors:

Freeby R. A phenomenological observation of two theatrical learning environments. [Doctoral Dissertation]. Kansas State University; 2013. Available from: http://hdl.handle.net/2097/15672

16. Caswell, Heather C. Captured images: a semiotic analysis of early 20th Century American schools.

Degree: PhD, Curriculum and Instruction, 2012, Kansas State University

 This study investigates visual representation of three perspectives: the context of school, the pedagogy, and the teacher-student relationships when viewing photographs taken during the first… (more)

Subjects/Keywords: Schooling; Images; Education, General (0515)

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APA (6th Edition):

Caswell, H. C. (2012). Captured images: a semiotic analysis of early 20th Century American schools. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/14056

Chicago Manual of Style (16th Edition):

Caswell, Heather C. “Captured images: a semiotic analysis of early 20th Century American schools.” 2012. Doctoral Dissertation, Kansas State University. Accessed April 26, 2019. http://hdl.handle.net/2097/14056.

MLA Handbook (7th Edition):

Caswell, Heather C. “Captured images: a semiotic analysis of early 20th Century American schools.” 2012. Web. 26 Apr 2019.

Vancouver:

Caswell HC. Captured images: a semiotic analysis of early 20th Century American schools. [Internet] [Doctoral dissertation]. Kansas State University; 2012. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/2097/14056.

Council of Science Editors:

Caswell HC. Captured images: a semiotic analysis of early 20th Century American schools. [Doctoral Dissertation]. Kansas State University; 2012. Available from: http://hdl.handle.net/2097/14056


University of Toronto

17. Marshall, Brenda J. Silent Grief: Narratives of Bereaved Adult Siblings.

Degree: 2009, University of Toronto

This qualitative research project is a narrative inquiry into the lives of four bereaved siblings; one is myself. The purpose of the project was to… (more)

Subjects/Keywords: Bereavement; Narrative; Grief; Siblings; 0515

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APA (6th Edition):

Marshall, B. J. (2009). Silent Grief: Narratives of Bereaved Adult Siblings. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/19153

Chicago Manual of Style (16th Edition):

Marshall, Brenda J. “Silent Grief: Narratives of Bereaved Adult Siblings.” 2009. Doctoral Dissertation, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/19153.

MLA Handbook (7th Edition):

Marshall, Brenda J. “Silent Grief: Narratives of Bereaved Adult Siblings.” 2009. Web. 26 Apr 2019.

Vancouver:

Marshall BJ. Silent Grief: Narratives of Bereaved Adult Siblings. [Internet] [Doctoral dissertation]. University of Toronto; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/19153.

Council of Science Editors:

Marshall BJ. Silent Grief: Narratives of Bereaved Adult Siblings. [Doctoral Dissertation]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/19153


University of Toronto

18. Jia, Chao. Understanding School Stories: A Narrative Inquiry into the Cross-generational Schooling Experiences of Six Current and Former Chinese Students.

Degree: 2009, University of Toronto

This thesis research is a narrative inquiry into the cross-generational schooling experiences of six former and current students during a period of momentous social, economic,… (more)

Subjects/Keywords: education; narrative inquiry; 0515; 0727

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APA (6th Edition):

Jia, C. (2009). Understanding School Stories: A Narrative Inquiry into the Cross-generational Schooling Experiences of Six Current and Former Chinese Students. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/19127

Chicago Manual of Style (16th Edition):

Jia, Chao. “Understanding School Stories: A Narrative Inquiry into the Cross-generational Schooling Experiences of Six Current and Former Chinese Students.” 2009. Doctoral Dissertation, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/19127.

MLA Handbook (7th Edition):

Jia, Chao. “Understanding School Stories: A Narrative Inquiry into the Cross-generational Schooling Experiences of Six Current and Former Chinese Students.” 2009. Web. 26 Apr 2019.

Vancouver:

Jia C. Understanding School Stories: A Narrative Inquiry into the Cross-generational Schooling Experiences of Six Current and Former Chinese Students. [Internet] [Doctoral dissertation]. University of Toronto; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/19127.

Council of Science Editors:

Jia C. Understanding School Stories: A Narrative Inquiry into the Cross-generational Schooling Experiences of Six Current and Former Chinese Students. [Doctoral Dissertation]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/19127


University of Toronto

19. Burnett, Cynthia. Holistic Approaches to Creative Problem Solving.

Degree: 2010, University of Toronto

This qualitative research study explores the complex phenomenon of intuition within the Creative Problem Solving process. The first part of the study utilized 100 alumni,… (more)

Subjects/Keywords: creativity; intuition; problem solving; 0515

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APA (6th Edition):

Burnett, C. (2010). Holistic Approaches to Creative Problem Solving. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/26412

Chicago Manual of Style (16th Edition):

Burnett, Cynthia. “Holistic Approaches to Creative Problem Solving.” 2010. Doctoral Dissertation, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/26412.

MLA Handbook (7th Edition):

Burnett, Cynthia. “Holistic Approaches to Creative Problem Solving.” 2010. Web. 26 Apr 2019.

Vancouver:

Burnett C. Holistic Approaches to Creative Problem Solving. [Internet] [Doctoral dissertation]. University of Toronto; 2010. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/26412.

Council of Science Editors:

Burnett C. Holistic Approaches to Creative Problem Solving. [Doctoral Dissertation]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/26412


University of Toronto

20. de Montbrun, Sandra Lynn. High Stakes Technical Skill Assessments in Surgery: Development, Implementation and Predicting Performance.

Degree: PhD, 2017, University of Toronto

 A paradigm shift in surgical training from an apprenticeship to a competency based model requires valid assessment platforms to assess surgical competence. Several domains of… (more)

Subjects/Keywords: assessment; competence; surgery; training; 0515

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APA (6th Edition):

de Montbrun, S. L. (2017). High Stakes Technical Skill Assessments in Surgery: Development, Implementation and Predicting Performance. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/78964

Chicago Manual of Style (16th Edition):

de Montbrun, Sandra Lynn. “High Stakes Technical Skill Assessments in Surgery: Development, Implementation and Predicting Performance.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/78964.

MLA Handbook (7th Edition):

de Montbrun, Sandra Lynn. “High Stakes Technical Skill Assessments in Surgery: Development, Implementation and Predicting Performance.” 2017. Web. 26 Apr 2019.

Vancouver:

de Montbrun SL. High Stakes Technical Skill Assessments in Surgery: Development, Implementation and Predicting Performance. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/78964.

Council of Science Editors:

de Montbrun SL. High Stakes Technical Skill Assessments in Surgery: Development, Implementation and Predicting Performance. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/78964


University of Toronto

21. Boroomand-Rashti, Siamak. Student Decision-Making in the Classroom: An Examination of Existing Theories and a Model for Mainstream Implementation.

Degree: 2018, University of Toronto

Authors such as Bill Glasser, A. S. Neill, and John Holt have critiqued the compulsory nature of secondary schools and the inherent structure imposed on… (more)

Subjects/Keywords: Autonomy; Decision-Making; Education; 0515

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APA (6th Edition):

Boroomand-Rashti, S. (2018). Student Decision-Making in the Classroom: An Examination of Existing Theories and a Model for Mainstream Implementation. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89857

Chicago Manual of Style (16th Edition):

Boroomand-Rashti, Siamak. “Student Decision-Making in the Classroom: An Examination of Existing Theories and a Model for Mainstream Implementation.” 2018. Doctoral Dissertation, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/89857.

MLA Handbook (7th Edition):

Boroomand-Rashti, Siamak. “Student Decision-Making in the Classroom: An Examination of Existing Theories and a Model for Mainstream Implementation.” 2018. Web. 26 Apr 2019.

Vancouver:

Boroomand-Rashti S. Student Decision-Making in the Classroom: An Examination of Existing Theories and a Model for Mainstream Implementation. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/89857.

Council of Science Editors:

Boroomand-Rashti S. Student Decision-Making in the Classroom: An Examination of Existing Theories and a Model for Mainstream Implementation. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89857


University of Toronto

22. Dennis, Elisabeth. Deconstructing Whiteness: An Analysis of Dominant Perceptions of Chinese University Students.

Degree: 2018, University of Toronto

Through analysis of results from four in-depth interviews and two online forums, this thesis examines the current views White Canadian university students hold about Chinese… (more)

Subjects/Keywords: Chinese Canadians; Discourses; White Hegemony; Whiteness; 0515

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APA (6th Edition):

Dennis, E. (2018). Deconstructing Whiteness: An Analysis of Dominant Perceptions of Chinese University Students. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91583

Chicago Manual of Style (16th Edition):

Dennis, Elisabeth. “Deconstructing Whiteness: An Analysis of Dominant Perceptions of Chinese University Students.” 2018. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/91583.

MLA Handbook (7th Edition):

Dennis, Elisabeth. “Deconstructing Whiteness: An Analysis of Dominant Perceptions of Chinese University Students.” 2018. Web. 26 Apr 2019.

Vancouver:

Dennis E. Deconstructing Whiteness: An Analysis of Dominant Perceptions of Chinese University Students. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/91583.

Council of Science Editors:

Dennis E. Deconstructing Whiteness: An Analysis of Dominant Perceptions of Chinese University Students. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91583


University of Toronto

23. Bent, Margaret. A Peaceful Partnership? A Qualitative Case Study of Three IB English A1 Teachers' Conceptions of Peace Education at an IB World School in Peru.

Degree: 2009, University of Toronto

The International Baccalaureate Diploma Programme, renowned for its academic rigor, is also committed to forwarding the larger organization’s mission of creating “a better and more… (more)

Subjects/Keywords: Peace Education; International Baccalaureate; 0727; 0533; 0515

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APA (6th Edition):

Bent, M. (2009). A Peaceful Partnership? A Qualitative Case Study of Three IB English A1 Teachers' Conceptions of Peace Education at an IB World School in Peru. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18098

Chicago Manual of Style (16th Edition):

Bent, Margaret. “A Peaceful Partnership? A Qualitative Case Study of Three IB English A1 Teachers' Conceptions of Peace Education at an IB World School in Peru.” 2009. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/18098.

MLA Handbook (7th Edition):

Bent, Margaret. “A Peaceful Partnership? A Qualitative Case Study of Three IB English A1 Teachers' Conceptions of Peace Education at an IB World School in Peru.” 2009. Web. 26 Apr 2019.

Vancouver:

Bent M. A Peaceful Partnership? A Qualitative Case Study of Three IB English A1 Teachers' Conceptions of Peace Education at an IB World School in Peru. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/18098.

Council of Science Editors:

Bent M. A Peaceful Partnership? A Qualitative Case Study of Three IB English A1 Teachers' Conceptions of Peace Education at an IB World School in Peru. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18098


University of Toronto

24. Biazar, Bahar. Learning and Activism: Iranian Women in Diaspora.

Degree: 2009, University of Toronto

This qualitative study looks at the learning that takes place during activism. Throughout this work, learning is conceptualized as the ongoing formation of critical consciousness… (more)

Subjects/Keywords: critical consciousness; radical adult education; 0515

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APA (6th Edition):

Biazar, B. (2009). Learning and Activism: Iranian Women in Diaspora. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18112

Chicago Manual of Style (16th Edition):

Biazar, Bahar. “Learning and Activism: Iranian Women in Diaspora.” 2009. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/18112.

MLA Handbook (7th Edition):

Biazar, Bahar. “Learning and Activism: Iranian Women in Diaspora.” 2009. Web. 26 Apr 2019.

Vancouver:

Biazar B. Learning and Activism: Iranian Women in Diaspora. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/18112.

Council of Science Editors:

Biazar B. Learning and Activism: Iranian Women in Diaspora. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18112


University of Toronto

25. Banerjee, David. Ideology and Reality: Putting Belief and Behaviour in Context.

Degree: 2010, University of Toronto

This paper investigates how belief, social power, and ideology work together to create the subjectivities and social structures that guide our behaviour. Phenomena such as… (more)

Subjects/Keywords: power and cognition; 0515; 0451; 700

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APA (6th Edition):

Banerjee, D. (2010). Ideology and Reality: Putting Belief and Behaviour in Context. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25471

Chicago Manual of Style (16th Edition):

Banerjee, David. “Ideology and Reality: Putting Belief and Behaviour in Context.” 2010. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/25471.

MLA Handbook (7th Edition):

Banerjee, David. “Ideology and Reality: Putting Belief and Behaviour in Context.” 2010. Web. 26 Apr 2019.

Vancouver:

Banerjee D. Ideology and Reality: Putting Belief and Behaviour in Context. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/25471.

Council of Science Editors:

Banerjee D. Ideology and Reality: Putting Belief and Behaviour in Context. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25471


University of Toronto

26. Venuti, James Allen. An Analysis of L2 Article Use in English.

Degree: 2011, University of Toronto

This paper is a partial replication study of research to investigate an aspect of English articles: the acquisition of 4 nongeneric uses of the definite… (more)

Subjects/Keywords: L2 Article Use; Definite Article; 0515

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APA (6th Edition):

Venuti, J. A. (2011). An Analysis of L2 Article Use in English. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29489

Chicago Manual of Style (16th Edition):

Venuti, James Allen. “An Analysis of L2 Article Use in English.” 2011. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/29489.

MLA Handbook (7th Edition):

Venuti, James Allen. “An Analysis of L2 Article Use in English.” 2011. Web. 26 Apr 2019.

Vancouver:

Venuti JA. An Analysis of L2 Article Use in English. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/29489.

Council of Science Editors:

Venuti JA. An Analysis of L2 Article Use in English. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29489


University of Toronto

27. Lemak, Alina. Silence, Intercultural Conversation, and Miscommunication.

Degree: 2012, University of Toronto

Because of its ambiguous function and usage, silence is a major source of intercultural miscommunication, which frequently leads to negative judgments, and breeds stereotypes. Grounded… (more)

Subjects/Keywords: silence; miscommunication; intercultural; ESL; intracultural; 0515; 0282

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APA (6th Edition):

Lemak, A. (2012). Silence, Intercultural Conversation, and Miscommunication. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33661

Chicago Manual of Style (16th Edition):

Lemak, Alina. “Silence, Intercultural Conversation, and Miscommunication.” 2012. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/33661.

MLA Handbook (7th Edition):

Lemak, Alina. “Silence, Intercultural Conversation, and Miscommunication.” 2012. Web. 26 Apr 2019.

Vancouver:

Lemak A. Silence, Intercultural Conversation, and Miscommunication. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/33661.

Council of Science Editors:

Lemak A. Silence, Intercultural Conversation, and Miscommunication. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33661


University of Toronto

28. Lorello, Roberto Gianni. Comparing the Effects of Self and Instructor Regulated Learning on Skill Acquisition, Retention and Trainees Learning Strategies.

Degree: 2014, University of Toronto

During instructor-regulated learning (IRL), trainees must reconcile the instructor's teaching approaches with their own learning approaches. Conversely, trainees engaged in self-regulated learning (SRL) may benefit… (more)

Subjects/Keywords: Cardiac; Education; Instructor; Self-regulation; 0515

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APA (6th Edition):

Lorello, R. G. (2014). Comparing the Effects of Self and Instructor Regulated Learning on Skill Acquisition, Retention and Trainees Learning Strategies. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67995

Chicago Manual of Style (16th Edition):

Lorello, Roberto Gianni. “Comparing the Effects of Self and Instructor Regulated Learning on Skill Acquisition, Retention and Trainees Learning Strategies.” 2014. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/67995.

MLA Handbook (7th Edition):

Lorello, Roberto Gianni. “Comparing the Effects of Self and Instructor Regulated Learning on Skill Acquisition, Retention and Trainees Learning Strategies.” 2014. Web. 26 Apr 2019.

Vancouver:

Lorello RG. Comparing the Effects of Self and Instructor Regulated Learning on Skill Acquisition, Retention and Trainees Learning Strategies. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/67995.

Council of Science Editors:

Lorello RG. Comparing the Effects of Self and Instructor Regulated Learning on Skill Acquisition, Retention and Trainees Learning Strategies. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67995


University of Toronto

29. Abarbanel, Mishael David. Holistic or Autonomous: Educators' Conceptions of Literacy and their Implications for Practice and Teacher Development.

Degree: 2015, University of Toronto

This thesis investigates educators' conceptions of literacy, what beliefs and conceptual frameworks support them, how literacy seems to be defined in educators' sites of practice,… (more)

Subjects/Keywords: Curriculum; Elementary; Fluency; Holistic; Literacy; Secondary; 0515

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APA (6th Edition):

Abarbanel, M. D. (2015). Holistic or Autonomous: Educators' Conceptions of Literacy and their Implications for Practice and Teacher Development. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69741

Chicago Manual of Style (16th Edition):

Abarbanel, Mishael David. “Holistic or Autonomous: Educators' Conceptions of Literacy and their Implications for Practice and Teacher Development.” 2015. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/69741.

MLA Handbook (7th Edition):

Abarbanel, Mishael David. “Holistic or Autonomous: Educators' Conceptions of Literacy and their Implications for Practice and Teacher Development.” 2015. Web. 26 Apr 2019.

Vancouver:

Abarbanel MD. Holistic or Autonomous: Educators' Conceptions of Literacy and their Implications for Practice and Teacher Development. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/69741.

Council of Science Editors:

Abarbanel MD. Holistic or Autonomous: Educators' Conceptions of Literacy and their Implications for Practice and Teacher Development. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69741


University of Toronto

30. Lee, Cammy S.H. I Eat; Therefore I Am: Constructing Identities Through Food.

Degree: 2015, University of Toronto

This autoethnography focuses on the role food played in my identity formation. In approaching this, the following thesis is divided into the three "meal times"… (more)

Subjects/Keywords: autoethnography; culture; ethnicity; food; identity; narratives; 0515

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APA (6th Edition):

Lee, C. S. H. (2015). I Eat; Therefore I Am: Constructing Identities Through Food. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70322

Chicago Manual of Style (16th Edition):

Lee, Cammy S H. “I Eat; Therefore I Am: Constructing Identities Through Food.” 2015. Masters Thesis, University of Toronto. Accessed April 26, 2019. http://hdl.handle.net/1807/70322.

MLA Handbook (7th Edition):

Lee, Cammy S H. “I Eat; Therefore I Am: Constructing Identities Through Food.” 2015. Web. 26 Apr 2019.

Vancouver:

Lee CSH. I Eat; Therefore I Am: Constructing Identities Through Food. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Apr 26]. Available from: http://hdl.handle.net/1807/70322.

Council of Science Editors:

Lee CSH. I Eat; Therefore I Am: Constructing Identities Through Food. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70322

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