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You searched for subject:(0727). Showing records 1 – 30 of 207 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 March 26, 2019. 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. 26 Mar 2019.

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 2019 Mar 26]. 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 March 26, 2019. http://hdl.handle.net/1807/42644.

MLA Handbook (7th Edition):

Sammut, Barbara Victoria Holly Ann. “Animating Curriculum: An Exploration of Curriculum Integration.” 2013. Web. 26 Mar 2019.

Vancouver:

Sammut BVHA. Animating Curriculum: An Exploration of Curriculum Integration. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Mar 26]. 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. 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 March 26, 2019. 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. 26 Mar 2019.

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 2019 Mar 26]. 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

4. 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 March 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 Mar 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 Mar 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

5. 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 March 26, 2019. http://hdl.handle.net/1807/27590.

MLA Handbook (7th Edition):

Main, Kristin Lee. “Mapping Multiliteracies onto the Pedagogy of K-12 Teachers.” 2011. Web. 26 Mar 2019.

Vancouver:

Main KL. Mapping Multiliteracies onto the Pedagogy of K-12 Teachers. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Mar 26]. 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

6. 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 March 26, 2019. 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. 26 Mar 2019.

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 2019 Mar 26]. 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

7. Byrne, Ani M. Natural Health Products (NHPs) and Canadian Pharmacy Students: Core Competencies.

Degree: 2009, University of Toronto

Objective: To reach consensus on entry-to-practice natural health product (NHP)-related competency statements for Canadian pharmacy students. Methods: Four rounds of a modified Delphi method were… (more)

Subjects/Keywords: pharmacy; education; natural health products; 0572; 0727

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APA (6th Edition):

Byrne, A. M. (2009). Natural Health Products (NHPs) and Canadian Pharmacy Students: Core Competencies. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18230

Chicago Manual of Style (16th Edition):

Byrne, Ani M. “Natural Health Products (NHPs) and Canadian Pharmacy Students: Core Competencies.” 2009. Masters Thesis, University of Toronto. Accessed March 26, 2019. http://hdl.handle.net/1807/18230.

MLA Handbook (7th Edition):

Byrne, Ani M. “Natural Health Products (NHPs) and Canadian Pharmacy Students: Core Competencies.” 2009. Web. 26 Mar 2019.

Vancouver:

Byrne AM. Natural Health Products (NHPs) and Canadian Pharmacy Students: Core Competencies. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/1807/18230.

Council of Science Editors:

Byrne AM. Natural Health Products (NHPs) and Canadian Pharmacy Students: Core Competencies. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18230


University of Toronto

8. 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 March 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 Mar 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 Mar 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

9. 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 March 26, 2019. http://hdl.handle.net/1807/24226.

MLA Handbook (7th Edition):

Giancola, Darryl P. “Democratic Coaching: A Case Study.” 2010. Web. 26 Mar 2019.

Vancouver:

Giancola DP. Democratic Coaching: A Case Study. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Mar 26]. 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

10. 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 March 26, 2019. 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. 26 Mar 2019.

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 2019 Mar 26]. 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

11. 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 March 26, 2019. 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. 26 Mar 2019.

Vancouver:

Wonnacott V. Teaching Mathematics for Social Justice and its Effects on Affluent Students. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Mar 26]. 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

12. 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 March 26, 2019. http://hdl.handle.net/1807/33651.

MLA Handbook (7th Edition):

Goulden, Wendy D. “Teacher Reactions to the Implementation of Full Day Kindergarten.” 2012. Web. 26 Mar 2019.

Vancouver:

Goulden WD. Teacher Reactions to the Implementation of Full Day Kindergarten. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Mar 26]. 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

13. 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 March 26, 2019. http://hdl.handle.net/1807/42635.

MLA Handbook (7th Edition):

Morris, Kathleen. “Emerging Views on Making: Fibre Graduates Reflect on their Practice.” 2013. Web. 26 Mar 2019.

Vancouver:

Morris K. Emerging Views on Making: Fibre Graduates Reflect on their Practice. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Mar 26]. 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

14. 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 March 26, 2019. 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. 26 Mar 2019.

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 2019 Mar 26]. 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

15. 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 March 26, 2019. 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. 26 Mar 2019.

Vancouver:

McKean S. The Effects of Implementing Student-centred Learning on At-risk Students' Self-efficacy. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Mar 26]. 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

16. Weinberg, Brenda J. Visual and Verbal Narratives of Older Women Who Identify Themselves as Lifelong Learners.

Degree: 2009, University of Toronto

My inquiry, involving participant-observation and self-study, explores the stories of four older women through verbal and visual narratives. Showing how two specific types of visual… (more)

Subjects/Keywords: lifelong learning; narrative inquiry; 0727; 0273; 0351

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APA (6th Edition):

Weinberg, B. J. (2009). Visual and Verbal Narratives of Older Women Who Identify Themselves as Lifelong Learners. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/19137

Chicago Manual of Style (16th Edition):

Weinberg, Brenda J. “Visual and Verbal Narratives of Older Women Who Identify Themselves as Lifelong Learners.” 2009. Doctoral Dissertation, University of Toronto. Accessed March 26, 2019. http://hdl.handle.net/1807/19137.

MLA Handbook (7th Edition):

Weinberg, Brenda J. “Visual and Verbal Narratives of Older Women Who Identify Themselves as Lifelong Learners.” 2009. Web. 26 Mar 2019.

Vancouver:

Weinberg BJ. Visual and Verbal Narratives of Older Women Who Identify Themselves as Lifelong Learners. [Internet] [Doctoral dissertation]. University of Toronto; 2009. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/1807/19137.

Council of Science Editors:

Weinberg BJ. Visual and Verbal Narratives of Older Women Who Identify Themselves as Lifelong Learners. [Doctoral Dissertation]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/19137


University of Toronto

17. 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 March 26, 2019. http://hdl.handle.net/1807/29928.

MLA Handbook (7th Edition):

Mburu, Wangui Janet. “Kenyan Civic Education: A Source of Empowerment?.” 2011. Web. 26 Mar 2019.

Vancouver:

Mburu WJ. Kenyan Civic Education: A Source of Empowerment?. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2019 Mar 26]. 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


University of Toronto

18. Bartlett, Tiffany Anne. Teaching Teachers to Teach Peace: A Reflective Pre-service Case Study.

Degree: 2009, University of Toronto

This thesis explores the relationships between pre-service teacher training, peace education, anti-racism education, gender equity education and conflict resolution. Specifically, this study investigates the mandatory… (more)

Subjects/Keywords: peace education; pre-service teacher education; 0727; 0530; 0515

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APA (6th Edition):

Bartlett, T. A. (2009). Teaching Teachers to Teach Peace: A Reflective Pre-service Case Study. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18097

Chicago Manual of Style (16th Edition):

Bartlett, Tiffany Anne. “Teaching Teachers to Teach Peace: A Reflective Pre-service Case Study.” 2009. Masters Thesis, University of Toronto. Accessed March 26, 2019. http://hdl.handle.net/1807/18097.

MLA Handbook (7th Edition):

Bartlett, Tiffany Anne. “Teaching Teachers to Teach Peace: A Reflective Pre-service Case Study.” 2009. Web. 26 Mar 2019.

Vancouver:

Bartlett TA. Teaching Teachers to Teach Peace: A Reflective Pre-service Case Study. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Mar 26]. Available from: http://hdl.handle.net/1807/18097.

Council of Science Editors:

Bartlett TA. Teaching Teachers to Teach Peace: A Reflective Pre-service Case Study. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18097


University of Toronto

19. 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 March 26, 2019. 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. 26 Mar 2019.

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 2019 Mar 26]. 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

20. 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 March 26, 2019. 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. 26 Mar 2019.

Vancouver:

Moizumi EM. Examining Two Elementary-Intermediate Teachers' Understandings and Pedagogical Practices About Global Citizenship Education. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Mar 26]. 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


University of Toronto

21. 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 March 26, 2019. 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. 26 Mar 2019.

Vancouver:

Murad FZHMB. Narratives of Hope in Anti-oppression Education: What are Anti-racists For?. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Mar 26]. 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

22. 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 March 26, 2019. 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. 26 Mar 2019.

Vancouver:

Weigand R. A Garden of Learning: Exploring Critical Place-based Pedagogy in Kindergarten. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Mar 26]. 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

23. 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 March 26, 2019. 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. 26 Mar 2019.

Vancouver:

Bastidas RDM. A Critical Exploration of Parent Involvement in Latin American Parents in Toronto. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Mar 26]. 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

24. 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 March 26, 2019. 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. 26 Mar 2019.

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 2019 Mar 26]. 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

25. 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 March 26, 2019. 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. 26 Mar 2019.

Vancouver:

Leish KM. Experiences in Critical Literacy: Students Deemed “At Risk” in Canadian Schools. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Mar 26]. 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

26. 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 March 26, 2019. 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. 26 Mar 2019.

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 2019 Mar 26]. 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

27. 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 March 26, 2019. 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. 26 Mar 2019.

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 2019 Mar 26]. 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

28. 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 March 26, 2019. 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. 26 Mar 2019.

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 2019 Mar 26]. 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

29. 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 March 26, 2019. 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. 26 Mar 2019.

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 2019 Mar 26]. 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

30. 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 March 26, 2019. http://hdl.handle.net/1807/70359.

MLA Handbook (7th Edition):

German, Katherine Rose. “Schoolyard Farmers: Youth Writing Food Literacy Curriculum.” 2015. Web. 26 Mar 2019.

Vancouver:

German KR. Schoolyard Farmers: Youth Writing Food Literacy Curriculum. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Mar 26]. 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

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