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You searched for subject:(0727). Showing records 1 – 30 of 210 total matches.

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1. Chang, Jessica Chalin. Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels.

Degree: 2011, University of Toronto

Literacy in the 21st century is constantly evolving. To teach literacy effectively, educators need to embrace and understand linguistic, cultural and textual practices that are… (more)

Subjects/Keywords: 0727

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APA (6th Edition):

Chang, J. C. (2011). Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30084

Chicago Manual of Style (16th Edition):

Chang, Jessica Chalin. “Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels.” 2011. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/30084.

MLA Handbook (7th Edition):

Chang, Jessica Chalin. “Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels.” 2011. Web. 07 Aug 2020.

Vancouver:

Chang JC. Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/30084.

Council of Science Editors:

Chang JC. Reading between the "Frames": English Language Learners' and non-English Language Learners' Responses to Graphic Novels. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30084


University of Toronto

2. Sammut, Barbara Victoria Holly Ann. Animating Curriculum: An Exploration of Curriculum Integration.

Degree: 2013, University of Toronto

Abstract The expectation to teach content and skills within a structured educative setting creates a climate of tremendous challenge and opportunity for educators on a… (more)

Subjects/Keywords: education; curriculum; 0727

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APA (6th Edition):

Sammut, B. V. H. A. (2013). Animating Curriculum: An Exploration of Curriculum Integration. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42644

Chicago Manual of Style (16th Edition):

Sammut, Barbara Victoria Holly Ann. “Animating Curriculum: An Exploration of Curriculum Integration.” 2013. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/42644.

MLA Handbook (7th Edition):

Sammut, Barbara Victoria Holly Ann. “Animating Curriculum: An Exploration of Curriculum Integration.” 2013. Web. 07 Aug 2020.

Vancouver:

Sammut BVHA. Animating Curriculum: An Exploration of Curriculum Integration. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/42644.

Council of Science Editors:

Sammut BVHA. Animating Curriculum: An Exploration of Curriculum Integration. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42644


University of Toronto

3. MacMath, Sheryl. Teaching and Learning in an Integrated Curriculum Setting: A Case Study of Classroom Practices.

Degree: 2011, University of Toronto

Curriculum integration, while a commonly used educational term, remains a challenging concept to define and examine both in research and in classroom practice. Numerous types… (more)

Subjects/Keywords: curriculum integration; classroom practice; 0727

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APA (6th Edition):

MacMath, S. (2011). Teaching and Learning in an Integrated Curriculum Setting: A Case Study of Classroom Practices. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31851

Chicago Manual of Style (16th Edition):

MacMath, Sheryl. “Teaching and Learning in an Integrated Curriculum Setting: A Case Study of Classroom Practices.” 2011. Doctoral Dissertation, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/31851.

MLA Handbook (7th Edition):

MacMath, Sheryl. “Teaching and Learning in an Integrated Curriculum Setting: A Case Study of Classroom Practices.” 2011. Web. 07 Aug 2020.

Vancouver:

MacMath S. Teaching and Learning in an Integrated Curriculum Setting: A Case Study of Classroom Practices. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/31851.

Council of Science Editors:

MacMath S. Teaching and Learning in an Integrated Curriculum Setting: A Case Study of Classroom Practices. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31851


University of Toronto

4. Main, Kristin Lee. Mapping Multiliteracies onto the Pedagogy of K-12 Teachers.

Degree: 2011, University of Toronto

This qualitative research maps multiliteracies onto the pedagogy of teachers of kindergarten through grade 12. It examines how teachers ready their students to become multiliterate… (more)

Subjects/Keywords: multiliteracies; pedagogy; K-12; 0727

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APA (6th Edition):

Main, K. L. (2011). Mapping Multiliteracies onto the Pedagogy of K-12 Teachers. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/27590

Chicago Manual of Style (16th Edition):

Main, Kristin Lee. “Mapping Multiliteracies onto the Pedagogy of K-12 Teachers.” 2011. Doctoral Dissertation, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/27590.

MLA Handbook (7th Edition):

Main, Kristin Lee. “Mapping Multiliteracies onto the Pedagogy of K-12 Teachers.” 2011. Web. 07 Aug 2020.

Vancouver:

Main KL. Mapping Multiliteracies onto the Pedagogy of K-12 Teachers. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/27590.

Council of Science Editors:

Main KL. Mapping Multiliteracies onto the Pedagogy of K-12 Teachers. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27590


University of Toronto

5. Stewart-Reid, Karlene. Silent Voices: An Exploratory Study of Caribbean Immigrant Parents' and Children's Interaction with Teachers in Toronto.

Degree: 2013, University of Toronto

One of the challenges that Caribbean immigrant parents and children face as they settle into their new environment is interacting with teachers using their variety… (more)

Subjects/Keywords: Caribbean Immigrants; Caribbean Variety of English; 0727

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APA (6th Edition):

Stewart-Reid, K. (2013). Silent Voices: An Exploratory Study of Caribbean Immigrant Parents' and Children's Interaction with Teachers in Toronto. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42650

Chicago Manual of Style (16th Edition):

Stewart-Reid, Karlene. “Silent Voices: An Exploratory Study of Caribbean Immigrant Parents' and Children's Interaction with Teachers in Toronto.” 2013. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/42650.

MLA Handbook (7th Edition):

Stewart-Reid, Karlene. “Silent Voices: An Exploratory Study of Caribbean Immigrant Parents' and Children's Interaction with Teachers in Toronto.” 2013. Web. 07 Aug 2020.

Vancouver:

Stewart-Reid K. Silent Voices: An Exploratory Study of Caribbean Immigrant Parents' and Children's Interaction with Teachers in Toronto. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/42650.

Council of Science Editors:

Stewart-Reid K. Silent Voices: An Exploratory Study of Caribbean Immigrant Parents' and Children's Interaction with Teachers in Toronto. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42650


University of Toronto

6. McKean, Stephanie. The Effects of Implementing Student-centred Learning on At-risk Students' Self-efficacy.

Degree: 2014, University of Toronto

This study examined the effects of implementing student-centred learning (SCL) in a college at-risk mathematical classroom, and how this teaching strategy affected students’ self-efficacy. A… (more)

Subjects/Keywords: Math; Self-Efficacy; Student-Centred Learning; 0727

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APA (6th Edition):

McKean, S. (2014). The Effects of Implementing Student-centred Learning on At-risk Students' Self-efficacy. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70758

Chicago Manual of Style (16th Edition):

McKean, Stephanie. “The Effects of Implementing Student-centred Learning on At-risk Students' Self-efficacy.” 2014. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/70758.

MLA Handbook (7th Edition):

McKean, Stephanie. “The Effects of Implementing Student-centred Learning on At-risk Students' Self-efficacy.” 2014. Web. 07 Aug 2020.

Vancouver:

McKean S. The Effects of Implementing Student-centred Learning on At-risk Students' Self-efficacy. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/70758.

Council of Science Editors:

McKean S. The Effects of Implementing Student-centred Learning on At-risk Students' Self-efficacy. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/70758


University of Toronto

7. Goulden, Wendy D. Teacher Reactions to the Implementation of Full Day Kindergarten.

Degree: 2012, University of Toronto

Traditionally, kindergarten programs have been offered in various ways across the province of Ontario (e.g., half day every day; all day, alternate day). Starting in… (more)

Subjects/Keywords: Kindergarten; Educational Change; CBAM; 0727; 0518

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APA (6th Edition):

Goulden, W. D. (2012). Teacher Reactions to the Implementation of Full Day Kindergarten. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33651

Chicago Manual of Style (16th Edition):

Goulden, Wendy D. “Teacher Reactions to the Implementation of Full Day Kindergarten.” 2012. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/33651.

MLA Handbook (7th Edition):

Goulden, Wendy D. “Teacher Reactions to the Implementation of Full Day Kindergarten.” 2012. Web. 07 Aug 2020.

Vancouver:

Goulden WD. Teacher Reactions to the Implementation of Full Day Kindergarten. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/33651.

Council of Science Editors:

Goulden WD. Teacher Reactions to the Implementation of Full Day Kindergarten. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33651


University of Toronto

8. Giancola, Darryl P. Democratic Coaching: A Case Study.

Degree: 2010, University of Toronto

The thesis is a case study that seeks to understand the democratic coaching style by observing the practices of a specific democratically-minded girls’ varsity hockey… (more)

Subjects/Keywords: coaching; democratic; leadership; case; 0727; 0523

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APA (6th Edition):

Giancola, D. P. (2010). Democratic Coaching: A Case Study. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/24226

Chicago Manual of Style (16th Edition):

Giancola, Darryl P. “Democratic Coaching: A Case Study.” 2010. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/24226.

MLA Handbook (7th Edition):

Giancola, Darryl P. “Democratic Coaching: A Case Study.” 2010. Web. 07 Aug 2020.

Vancouver:

Giancola DP. Democratic Coaching: A Case Study. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/24226.

Council of Science Editors:

Giancola DP. Democratic Coaching: A Case Study. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24226


University of Toronto

9. Reiss, Evelyn. Evaluating the Effectiveness of a Tier 2 Vocabulary Intervention on the Writing and Spelling of Elementary Students with Dyslexia: A Formative Case Study.

Degree: 2010, University of Toronto

This formative case study sought to explore the effectiveness of a remedial intervention based on Tier 2 word meanings for students whose primary deficit is… (more)

Subjects/Keywords: spelling; dyslexia; writing; formative case study; 0727

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APA (6th Edition):

Reiss, E. (2010). Evaluating the Effectiveness of a Tier 2 Vocabulary Intervention on the Writing and Spelling of Elementary Students with Dyslexia: A Formative Case Study. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25670

Chicago Manual of Style (16th Edition):

Reiss, Evelyn. “Evaluating the Effectiveness of a Tier 2 Vocabulary Intervention on the Writing and Spelling of Elementary Students with Dyslexia: A Formative Case Study.” 2010. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/25670.

MLA Handbook (7th Edition):

Reiss, Evelyn. “Evaluating the Effectiveness of a Tier 2 Vocabulary Intervention on the Writing and Spelling of Elementary Students with Dyslexia: A Formative Case Study.” 2010. Web. 07 Aug 2020.

Vancouver:

Reiss E. Evaluating the Effectiveness of a Tier 2 Vocabulary Intervention on the Writing and Spelling of Elementary Students with Dyslexia: A Formative Case Study. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/25670.

Council of Science Editors:

Reiss E. Evaluating the Effectiveness of a Tier 2 Vocabulary Intervention on the Writing and Spelling of Elementary Students with Dyslexia: A Formative Case Study. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25670


University of Toronto

10. Wonnacott, Vanessa. Teaching Mathematics for Social Justice and its Effects on Affluent Students.

Degree: 2011, University of Toronto

There is a crisis in mathematics education (National Research Council, 1989). This crisis has caused stakeholders to question the purpose of mathematics education. Teaching mathematics… (more)

Subjects/Keywords: social justice; mathematics; social agency; 0727; 0280

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APA (6th Edition):

Wonnacott, V. (2011). Teaching Mathematics for Social Justice and its Effects on Affluent Students. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/27371

Chicago Manual of Style (16th Edition):

Wonnacott, Vanessa. “Teaching Mathematics for Social Justice and its Effects on Affluent Students.” 2011. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/27371.

MLA Handbook (7th Edition):

Wonnacott, Vanessa. “Teaching Mathematics for Social Justice and its Effects on Affluent Students.” 2011. Web. 07 Aug 2020.

Vancouver:

Wonnacott V. Teaching Mathematics for Social Justice and its Effects on Affluent Students. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/27371.

Council of Science Editors:

Wonnacott V. Teaching Mathematics for Social Justice and its Effects on Affluent Students. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27371


University of Toronto

11. Morris, Kathleen. Emerging Views on Making: Fibre Graduates Reflect on their Practice.

Degree: 2013, University of Toronto

This narrative research examines the ways in which craft is conceptualized from the perspective of five recent graduates from the Material Art and Design Fibre… (more)

Subjects/Keywords: craft theory; craft education; 0273; 0727

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APA (6th Edition):

Morris, K. (2013). Emerging Views on Making: Fibre Graduates Reflect on their Practice. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42635

Chicago Manual of Style (16th Edition):

Morris, Kathleen. “Emerging Views on Making: Fibre Graduates Reflect on their Practice.” 2013. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/42635.

MLA Handbook (7th Edition):

Morris, Kathleen. “Emerging Views on Making: Fibre Graduates Reflect on their Practice.” 2013. Web. 07 Aug 2020.

Vancouver:

Morris K. Emerging Views on Making: Fibre Graduates Reflect on their Practice. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/42635.

Council of Science Editors:

Morris K. Emerging Views on Making: Fibre Graduates Reflect on their Practice. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42635


University of Toronto

12. Mburu, Wangui Janet. Kenyan Civic Education: A Source of Empowerment?.

Degree: 2011, University of Toronto

Guided primarily by critical constructivism as the theoretical framework, this dissertation examines the extent to which civic education in Kenya creates dialogic spaces where issues… (more)

Subjects/Keywords: Civic Education; Peace; Democracy; Social Justice; 0727

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APA (6th Edition):

Mburu, W. J. (2011). Kenyan Civic Education: A Source of Empowerment?. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/29928

Chicago Manual of Style (16th Edition):

Mburu, Wangui Janet. “Kenyan Civic Education: A Source of Empowerment?.” 2011. Doctoral Dissertation, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/29928.

MLA Handbook (7th Edition):

Mburu, Wangui Janet. “Kenyan Civic Education: A Source of Empowerment?.” 2011. Web. 07 Aug 2020.

Vancouver:

Mburu WJ. Kenyan Civic Education: A Source of Empowerment?. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/29928.

Council of Science Editors:

Mburu WJ. Kenyan Civic Education: A Source of Empowerment?. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29928

13. Racco, Rocco Giancarlo. Creating Borderlands using a Multi-genre Approach: A Reflexive Ethnography.

Degree: 2014, University of Toronto

The Creating Borderlands using a Multicultural Approach: a reflective ethnography focuses on an exploration into the psychological landscapes of junior-level students, whose minds have been… (more)

Subjects/Keywords: Ethnography; Borderlands; 0727

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APA (6th Edition):

Racco, R. G. (2014). Creating Borderlands using a Multi-genre Approach: A Reflexive Ethnography. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/43998

Chicago Manual of Style (16th Edition):

Racco, Rocco Giancarlo. “Creating Borderlands using a Multi-genre Approach: A Reflexive Ethnography.” 2014. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/43998.

MLA Handbook (7th Edition):

Racco, Rocco Giancarlo. “Creating Borderlands using a Multi-genre Approach: A Reflexive Ethnography.” 2014. Web. 07 Aug 2020.

Vancouver:

Racco RG. Creating Borderlands using a Multi-genre Approach: A Reflexive Ethnography. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/43998.

Council of Science Editors:

Racco RG. Creating Borderlands using a Multi-genre Approach: A Reflexive Ethnography. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/43998


University of Toronto

14. Grech, Else. Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting.

Degree: 2013, University of Toronto

This study explores the effect of implementing expert-developed concept maps and cooperative learning, as compared to direct instruction and cooperative learning, on student learning, experiences… (more)

Subjects/Keywords: cooperative; concept; financial; intermediate; student; attitudes; mapping; learning; accounting; 0727

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APA (6th Edition):

Grech, E. (2013). Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42620

Chicago Manual of Style (16th Edition):

Grech, Else. “Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting.” 2013. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/42620.

MLA Handbook (7th Edition):

Grech, Else. “Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting.” 2013. Web. 07 Aug 2020.

Vancouver:

Grech E. Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/42620.

Council of Science Editors:

Grech E. Implementing Cooperative Learning and Concept Mapping: Their Impact on Student Learning and Attitudes in Intermediate Accounting. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42620


University of Toronto

15. German, Katherine Rose. Schoolyard Farmers: Youth Writing Food Literacy Curriculum.

Degree: 2015, University of Toronto

This practitioner research study explores what happens when we invite youth to author curriculum. Ten high school students were hired into paid positions as curriculum… (more)

Subjects/Keywords: Critical Literacy; Curriculum; Food Justice; Food Literacy; Practitioner Research; Whiteness; 0727

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APA (6th Edition):

German, K. R. (2015). Schoolyard Farmers: Youth Writing Food Literacy Curriculum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70359

Chicago Manual of Style (16th Edition):

German, Katherine Rose. “Schoolyard Farmers: Youth Writing Food Literacy Curriculum.” 2015. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/70359.

MLA Handbook (7th Edition):

German, Katherine Rose. “Schoolyard Farmers: Youth Writing Food Literacy Curriculum.” 2015. Web. 07 Aug 2020.

Vancouver:

German KR. Schoolyard Farmers: Youth Writing Food Literacy Curriculum. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/70359.

Council of Science Editors:

German KR. Schoolyard Farmers: Youth Writing Food Literacy Curriculum. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70359


University of Toronto

16. McMinn, TL. Sex Education as Neoliberal Inclusion: Hetero-cis-ableism in Ontario' s 2015 Health and Physical Education Curriculum.

Degree: 2017, University of Toronto

In this thesis, I investigate how hetero-cis-ableism and neoliberalism are tied to the production of “good” LGBT2SQ and disabled people and the expulsion of “bad”… (more)

Subjects/Keywords: crip theory; hetero-cis-ableism; neoliberalism; queer theory; sex education; 0727

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APA (6th Edition):

McMinn, T. (2017). Sex Education as Neoliberal Inclusion: Hetero-cis-ableism in Ontario' s 2015 Health and Physical Education Curriculum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/76647

Chicago Manual of Style (16th Edition):

McMinn, TL. “Sex Education as Neoliberal Inclusion: Hetero-cis-ableism in Ontario' s 2015 Health and Physical Education Curriculum.” 2017. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/76647.

MLA Handbook (7th Edition):

McMinn, TL. “Sex Education as Neoliberal Inclusion: Hetero-cis-ableism in Ontario' s 2015 Health and Physical Education Curriculum.” 2017. Web. 07 Aug 2020.

Vancouver:

McMinn T. Sex Education as Neoliberal Inclusion: Hetero-cis-ableism in Ontario' s 2015 Health and Physical Education Curriculum. [Internet] [Masters thesis]. University of Toronto; 2017. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/76647.

Council of Science Editors:

McMinn T. Sex Education as Neoliberal Inclusion: Hetero-cis-ableism in Ontario' s 2015 Health and Physical Education Curriculum. [Masters Thesis]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/76647


University of Toronto

17. VanderDussen, Elena. "A Spirit of Service:" Conceptualizing Service in Learning through the Preparation for Social Action (PSA) Program in Uganda.

Degree: 2009, University of Toronto

This research explores implications of service in learning for social change through an investigation of the Preparation for Social Action (PSA) Program in Uganda against… (more)

Subjects/Keywords: Curriculum and Instruction; 0727

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APA (6th Edition):

VanderDussen, E. (2009). "A Spirit of Service:" Conceptualizing Service in Learning through the Preparation for Social Action (PSA) Program in Uganda. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18111

Chicago Manual of Style (16th Edition):

VanderDussen, Elena. “"A Spirit of Service:" Conceptualizing Service in Learning through the Preparation for Social Action (PSA) Program in Uganda.” 2009. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/18111.

MLA Handbook (7th Edition):

VanderDussen, Elena. “"A Spirit of Service:" Conceptualizing Service in Learning through the Preparation for Social Action (PSA) Program in Uganda.” 2009. Web. 07 Aug 2020.

Vancouver:

VanderDussen E. "A Spirit of Service:" Conceptualizing Service in Learning through the Preparation for Social Action (PSA) Program in Uganda. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/18111.

Council of Science Editors:

VanderDussen E. "A Spirit of Service:" Conceptualizing Service in Learning through the Preparation for Social Action (PSA) Program in Uganda. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18111


University of Toronto

18. Murad, Fatima Zahra Habib Mohammed Baqir. Narratives of Hope in Anti-oppression Education: What are Anti-racists For?.

Degree: 2010, University of Toronto

This project explores the connections between the worlds we hope for and the worlds we help create. Over the course of several months, I conducted… (more)

Subjects/Keywords: Anti-Oppression Facilitation; Hope; Decolonization; Anti-Racism; 0727

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APA (6th Edition):

Murad, F. Z. H. M. B. (2010). Narratives of Hope in Anti-oppression Education: What are Anti-racists For?. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25650

Chicago Manual of Style (16th Edition):

Murad, Fatima Zahra Habib Mohammed Baqir. “Narratives of Hope in Anti-oppression Education: What are Anti-racists For?.” 2010. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/25650.

MLA Handbook (7th Edition):

Murad, Fatima Zahra Habib Mohammed Baqir. “Narratives of Hope in Anti-oppression Education: What are Anti-racists For?.” 2010. Web. 07 Aug 2020.

Vancouver:

Murad FZHMB. Narratives of Hope in Anti-oppression Education: What are Anti-racists For?. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/25650.

Council of Science Editors:

Murad FZHMB. Narratives of Hope in Anti-oppression Education: What are Anti-racists For?. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25650


University of Toronto

19. Weigand, Rebecca. A Garden of Learning: Exploring Critical Place-based Pedagogy in Kindergarten.

Degree: 2011, University of Toronto

The pressing environmental crisis compels educators to question the purposes and practices of formal education and to adopt environmentally-informed transformative approaches to education. Critical place-based… (more)

Subjects/Keywords: environmental education; Reggio Emilia; place-based; critical pedagogy; 0515; 0518; 0727

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APA (6th Edition):

Weigand, R. (2011). A Garden of Learning: Exploring Critical Place-based Pedagogy in Kindergarten. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/27368

Chicago Manual of Style (16th Edition):

Weigand, Rebecca. “A Garden of Learning: Exploring Critical Place-based Pedagogy in Kindergarten.” 2011. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/27368.

MLA Handbook (7th Edition):

Weigand, Rebecca. “A Garden of Learning: Exploring Critical Place-based Pedagogy in Kindergarten.” 2011. Web. 07 Aug 2020.

Vancouver:

Weigand R. A Garden of Learning: Exploring Critical Place-based Pedagogy in Kindergarten. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/27368.

Council of Science Editors:

Weigand R. A Garden of Learning: Exploring Critical Place-based Pedagogy in Kindergarten. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/27368


University of Toronto

20. Bastidas, Ruth Daniela Mantilla. A Critical Exploration of Parent Involvement in Latin American Parents in Toronto.

Degree: 2011, University of Toronto

This study explores the conceptions and practices of parent involvement in education that exist among Latin American families with students in Toronto Schools. The individual… (more)

Subjects/Keywords: Parent Involvement; Latin American; Toronto; Education; 0515; 0727

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APA (6th Edition):

Bastidas, R. D. M. (2011). A Critical Exploration of Parent Involvement in Latin American Parents in Toronto. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29480

Chicago Manual of Style (16th Edition):

Bastidas, Ruth Daniela Mantilla. “A Critical Exploration of Parent Involvement in Latin American Parents in Toronto.” 2011. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/29480.

MLA Handbook (7th Edition):

Bastidas, Ruth Daniela Mantilla. “A Critical Exploration of Parent Involvement in Latin American Parents in Toronto.” 2011. Web. 07 Aug 2020.

Vancouver:

Bastidas RDM. A Critical Exploration of Parent Involvement in Latin American Parents in Toronto. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/29480.

Council of Science Editors:

Bastidas RDM. A Critical Exploration of Parent Involvement in Latin American Parents in Toronto. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29480


University of Toronto

21. Hart, Lisa. An Examination of the Characteristics of High Achieving Black Students and Practical Recommendations to Help Support All Educational Stakeholders.

Degree: 2011, University of Toronto

The aim is to empower all students to achieve academic success by overcoming the educational barriers that exist within the school system. This thesis examines… (more)

Subjects/Keywords: High Achieving Black Students; Academic Success; 0340; 0727; 0530

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APA (6th Edition):

Hart, L. (2011). An Examination of the Characteristics of High Achieving Black Students and Practical Recommendations to Help Support All Educational Stakeholders. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29474

Chicago Manual of Style (16th Edition):

Hart, Lisa. “An Examination of the Characteristics of High Achieving Black Students and Practical Recommendations to Help Support All Educational Stakeholders.” 2011. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/29474.

MLA Handbook (7th Edition):

Hart, Lisa. “An Examination of the Characteristics of High Achieving Black Students and Practical Recommendations to Help Support All Educational Stakeholders.” 2011. Web. 07 Aug 2020.

Vancouver:

Hart L. An Examination of the Characteristics of High Achieving Black Students and Practical Recommendations to Help Support All Educational Stakeholders. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/29474.

Council of Science Editors:

Hart L. An Examination of the Characteristics of High Achieving Black Students and Practical Recommendations to Help Support All Educational Stakeholders. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29474


University of Toronto

22. Leish, Kaylyn Mc. Experiences in Critical Literacy: Students Deemed “At Risk” in Canadian Schools.

Degree: 2011, University of Toronto

Recently Ontario included critical literacy in the Language Arts curriculum. I plan to investigate what impact critical literacy will have on Canadian schools. I will… (more)

Subjects/Keywords: Critical Literacy; students "at risk"; 0727; 0279; 0529; 0524

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APA (6th Edition):

Leish, K. M. (2011). Experiences in Critical Literacy: Students Deemed “At Risk” in Canadian Schools. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/29481

Chicago Manual of Style (16th Edition):

Leish, Kaylyn Mc. “Experiences in Critical Literacy: Students Deemed “At Risk” in Canadian Schools.” 2011. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/29481.

MLA Handbook (7th Edition):

Leish, Kaylyn Mc. “Experiences in Critical Literacy: Students Deemed “At Risk” in Canadian Schools.” 2011. Web. 07 Aug 2020.

Vancouver:

Leish KM. Experiences in Critical Literacy: Students Deemed “At Risk” in Canadian Schools. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/29481.

Council of Science Editors:

Leish KM. Experiences in Critical Literacy: Students Deemed “At Risk” in Canadian Schools. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/29481


University of Toronto

23. Ferguson, Cameron. A Narrative Inquiry into Critical Learning Strategies in the Ontario High School Dramatic Arts Curriculum.

Degree: 2013, University of Toronto

The purpose of this study was to identify and apply critical learning strategies to the design of social justice lesson plans for the dramatic arts,… (more)

Subjects/Keywords: dramatic arts curriculum critical theory; narrative inquiry; 0727

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APA (6th Edition):

Ferguson, C. (2013). A Narrative Inquiry into Critical Learning Strategies in the Ontario High School Dramatic Arts Curriculum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70002

Chicago Manual of Style (16th Edition):

Ferguson, Cameron. “A Narrative Inquiry into Critical Learning Strategies in the Ontario High School Dramatic Arts Curriculum.” 2013. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/70002.

MLA Handbook (7th Edition):

Ferguson, Cameron. “A Narrative Inquiry into Critical Learning Strategies in the Ontario High School Dramatic Arts Curriculum.” 2013. Web. 07 Aug 2020.

Vancouver:

Ferguson C. A Narrative Inquiry into Critical Learning Strategies in the Ontario High School Dramatic Arts Curriculum. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/70002.

Council of Science Editors:

Ferguson C. A Narrative Inquiry into Critical Learning Strategies in the Ontario High School Dramatic Arts Curriculum. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/70002


University of Toronto

24. Papoff, Sarah. The Influence of Drama and Dance on Urban Elementary Students Critical Engagement with Questions of Social Justice and Equity.

Degree: 2013, University of Toronto

What is the influence of drama and dance on urban elementary students' critical engagement of questions of social justice/equity? This Masters thesis explores a critical… (more)

Subjects/Keywords: drama; critical pedagogy; urban education; dance; elementary; 0727; 0524; 0515

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APA (6th Edition):

Papoff, S. (2013). The Influence of Drama and Dance on Urban Elementary Students Critical Engagement with Questions of Social Justice and Equity. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70001

Chicago Manual of Style (16th Edition):

Papoff, Sarah. “The Influence of Drama and Dance on Urban Elementary Students Critical Engagement with Questions of Social Justice and Equity.” 2013. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/70001.

MLA Handbook (7th Edition):

Papoff, Sarah. “The Influence of Drama and Dance on Urban Elementary Students Critical Engagement with Questions of Social Justice and Equity.” 2013. Web. 07 Aug 2020.

Vancouver:

Papoff S. The Influence of Drama and Dance on Urban Elementary Students Critical Engagement with Questions of Social Justice and Equity. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/70001.

Council of Science Editors:

Papoff S. The Influence of Drama and Dance on Urban Elementary Students Critical Engagement with Questions of Social Justice and Equity. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/70001


University of Toronto

25. James, Usha. The Impact of Pressures and Supports on Teacher Learning and Teacher Sense of Efficacy in an Intentionally Designed Learning Community.

Degree: 2013, University of Toronto

The primary purpose of this study was to explore the impact of various forms of pressure and support experienced by teachers in an intentionally designed… (more)

Subjects/Keywords: learning communities; teacher learning; sense of efficacy; accountability; 0727

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APA (6th Edition):

James, U. (2013). The Impact of Pressures and Supports on Teacher Learning and Teacher Sense of Efficacy in an Intentionally Designed Learning Community. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42628

Chicago Manual of Style (16th Edition):

James, Usha. “The Impact of Pressures and Supports on Teacher Learning and Teacher Sense of Efficacy in an Intentionally Designed Learning Community.” 2013. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/42628.

MLA Handbook (7th Edition):

James, Usha. “The Impact of Pressures and Supports on Teacher Learning and Teacher Sense of Efficacy in an Intentionally Designed Learning Community.” 2013. Web. 07 Aug 2020.

Vancouver:

James U. The Impact of Pressures and Supports on Teacher Learning and Teacher Sense of Efficacy in an Intentionally Designed Learning Community. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/42628.

Council of Science Editors:

James U. The Impact of Pressures and Supports on Teacher Learning and Teacher Sense of Efficacy in an Intentionally Designed Learning Community. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42628


University of Toronto

26. Damjanovic, Jelena. Citizenship Learning of Adult Immigrants in ESL Programs: It will help you pass the citizenship test, but it won't make you (m)any Canadian friends.

Degree: 2010, University of Toronto

This study explores which concept of citizenship is typically promoted in ESL programs available to adult immigrants in Canada: citizenship as status, citizenship as identity,… (more)

Subjects/Keywords: adult immigrants; esl; citizenship learning; 0516; 0282; 0727

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APA (6th Edition):

Damjanovic, J. (2010). Citizenship Learning of Adult Immigrants in ESL Programs: It will help you pass the citizenship test, but it won't make you (m)any Canadian friends. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/24555

Chicago Manual of Style (16th Edition):

Damjanovic, Jelena. “Citizenship Learning of Adult Immigrants in ESL Programs: It will help you pass the citizenship test, but it won't make you (m)any Canadian friends.” 2010. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/24555.

MLA Handbook (7th Edition):

Damjanovic, Jelena. “Citizenship Learning of Adult Immigrants in ESL Programs: It will help you pass the citizenship test, but it won't make you (m)any Canadian friends.” 2010. Web. 07 Aug 2020.

Vancouver:

Damjanovic J. Citizenship Learning of Adult Immigrants in ESL Programs: It will help you pass the citizenship test, but it won't make you (m)any Canadian friends. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/24555.

Council of Science Editors:

Damjanovic J. Citizenship Learning of Adult Immigrants in ESL Programs: It will help you pass the citizenship test, but it won't make you (m)any Canadian friends. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24555


University of Toronto

27. Moizumi, Erica Miyuki. Examining Two Elementary-Intermediate Teachers' Understandings and Pedagogical Practices About Global Citizenship Education.

Degree: 2010, University of Toronto

In this qualitative study, I examine two elementary-intermediate teachers’ understandings and pedagogical practices of global citizenship education in the Ontario and British Columbia classroom contexts.… (more)

Subjects/Keywords: Global Citizenship Education; Curriculum; Elementary-Intermediate; Teachers; 0727

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APA (6th Edition):

Moizumi, E. M. (2010). Examining Two Elementary-Intermediate Teachers' Understandings and Pedagogical Practices About Global Citizenship Education. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/24608

Chicago Manual of Style (16th Edition):

Moizumi, Erica Miyuki. “Examining Two Elementary-Intermediate Teachers' Understandings and Pedagogical Practices About Global Citizenship Education.” 2010. Masters Thesis, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/24608.

MLA Handbook (7th Edition):

Moizumi, Erica Miyuki. “Examining Two Elementary-Intermediate Teachers' Understandings and Pedagogical Practices About Global Citizenship Education.” 2010. Web. 07 Aug 2020.

Vancouver:

Moizumi EM. Examining Two Elementary-Intermediate Teachers' Understandings and Pedagogical Practices About Global Citizenship Education. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/24608.

Council of Science Editors:

Moizumi EM. Examining Two Elementary-Intermediate Teachers' Understandings and Pedagogical Practices About Global Citizenship Education. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/24608

28. Perris, Kirk Franklin. Online Learning in the Open University Systems of India and China: A Comparison of Responses to Globalization.

Degree: 2012, University of Toronto

Since the turn of the millennium the national Open Universities in China and India have been integrating online learning as an additional means of course… (more)

Subjects/Keywords: Open University; Globalization; 0727

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APA (6th Edition):

Perris, K. F. (2012). Online Learning in the Open University Systems of India and China: A Comparison of Responses to Globalization. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/32862

Chicago Manual of Style (16th Edition):

Perris, Kirk Franklin. “Online Learning in the Open University Systems of India and China: A Comparison of Responses to Globalization.” 2012. Doctoral Dissertation, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/32862.

MLA Handbook (7th Edition):

Perris, Kirk Franklin. “Online Learning in the Open University Systems of India and China: A Comparison of Responses to Globalization.” 2012. Web. 07 Aug 2020.

Vancouver:

Perris KF. Online Learning in the Open University Systems of India and China: A Comparison of Responses to Globalization. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/32862.

Council of Science Editors:

Perris KF. Online Learning in the Open University Systems of India and China: A Comparison of Responses to Globalization. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/32862


University of Toronto

29. 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 August 07, 2020. 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. 07 Aug 2020.

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 2020 Aug 07]. 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

30. Marshall, Pamela. A Case Study of Compact Core French Models: A Pedagogic Perspective.

Degree: 2011, University of Toronto

The overriding objective of core French (CF) teaching in Canada since the National Core French Study (NCFS) is that of communicative competence (R. Leblanc, 1990).… (more)

Subjects/Keywords: Core French; Second Language; Compact Language Models; 0727

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APA (6th Edition):

Marshall, P. (2011). A Case Study of Compact Core French Models: A Pedagogic Perspective. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31855

Chicago Manual of Style (16th Edition):

Marshall, Pamela. “A Case Study of Compact Core French Models: A Pedagogic Perspective.” 2011. Doctoral Dissertation, University of Toronto. Accessed August 07, 2020. http://hdl.handle.net/1807/31855.

MLA Handbook (7th Edition):

Marshall, Pamela. “A Case Study of Compact Core French Models: A Pedagogic Perspective.” 2011. Web. 07 Aug 2020.

Vancouver:

Marshall P. A Case Study of Compact Core French Models: A Pedagogic Perspective. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Aug 07]. Available from: http://hdl.handle.net/1807/31855.

Council of Science Editors:

Marshall P. A Case Study of Compact Core French Models: A Pedagogic Perspective. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31855

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