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You searched for subject:(0998). Showing records 1 – 30 of 54 total matches.

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University of Toronto

1. Abraham, Andrew. Intellectuality for Liberation: Exploring Anti-oppression, Praxis, and Care.

Degree: 2014, University of Toronto

This thesis will argue that liberal education is inadequate for anti-oppressive praxis. I aim to explore notions of knowledge, intellectuality, praxis, and care that are… (more)

Subjects/Keywords: 0998

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APA (6th Edition):

Abraham, A. (2014). Intellectuality for Liberation: Exploring Anti-oppression, Praxis, and Care. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68539

Chicago Manual of Style (16th Edition):

Abraham, Andrew. “Intellectuality for Liberation: Exploring Anti-oppression, Praxis, and Care.” 2014. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/68539.

MLA Handbook (7th Edition):

Abraham, Andrew. “Intellectuality for Liberation: Exploring Anti-oppression, Praxis, and Care.” 2014. Web. 08 Aug 2020.

Vancouver:

Abraham A. Intellectuality for Liberation: Exploring Anti-oppression, Praxis, and Care. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/68539.

Council of Science Editors:

Abraham A. Intellectuality for Liberation: Exploring Anti-oppression, Praxis, and Care. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68539


University of Toronto

2. Schaeffer, Jeffrey. The Philosophy of Religious Education from an Eastern Monastic Perspective.

Degree: 2010, University of Toronto

This thesis explores principles inherent in Eastern Orthodox monasticism as they contribute to informing a philosophy of religious education. Beginning with an examination into the… (more)

Subjects/Keywords: monasticism; education; 0998

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APA (6th Edition):

Schaeffer, J. (2010). The Philosophy of Religious Education from an Eastern Monastic Perspective. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25674

Chicago Manual of Style (16th Edition):

Schaeffer, Jeffrey. “The Philosophy of Religious Education from an Eastern Monastic Perspective.” 2010. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/25674.

MLA Handbook (7th Edition):

Schaeffer, Jeffrey. “The Philosophy of Religious Education from an Eastern Monastic Perspective.” 2010. Web. 08 Aug 2020.

Vancouver:

Schaeffer J. The Philosophy of Religious Education from an Eastern Monastic Perspective. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/25674.

Council of Science Editors:

Schaeffer J. The Philosophy of Religious Education from an Eastern Monastic Perspective. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25674


University of Toronto

3. Goetze, Sterling Trystan. Theory versus Practice: Conceptions of the University and Contemporary Challenges.

Degree: 2014, University of Toronto

The tension between thought and practice is an ancient one in Western societies. Universities, as institutions of learning, have been at the centre of this… (more)

Subjects/Keywords: Entrepreneurial; John Dewey; Liberal; Research; Universities; 0998

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APA (6th Edition):

Goetze, S. T. (2014). Theory versus Practice: Conceptions of the University and Contemporary Challenges. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/67978

Chicago Manual of Style (16th Edition):

Goetze, Sterling Trystan. “Theory versus Practice: Conceptions of the University and Contemporary Challenges.” 2014. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/67978.

MLA Handbook (7th Edition):

Goetze, Sterling Trystan. “Theory versus Practice: Conceptions of the University and Contemporary Challenges.” 2014. Web. 08 Aug 2020.

Vancouver:

Goetze ST. Theory versus Practice: Conceptions of the University and Contemporary Challenges. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/67978.

Council of Science Editors:

Goetze ST. Theory versus Practice: Conceptions of the University and Contemporary Challenges. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/67978


University of Toronto

4. Kukar, Polina. Locating the Liminal: Discursive Practice and the Challenge of Empathy.

Degree: 2015, University of Toronto

Few authors agree on a standard definition of empathy, yet empathy is widely assumed to be easily accessible and innately pro-social regardless of factors such… (more)

Subjects/Keywords: Discourse; Edith Stein; Empathy; Social context; 0998

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APA (6th Edition):

Kukar, P. (2015). Locating the Liminal: Discursive Practice and the Challenge of Empathy. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/69746

Chicago Manual of Style (16th Edition):

Kukar, Polina. “Locating the Liminal: Discursive Practice and the Challenge of Empathy.” 2015. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/69746.

MLA Handbook (7th Edition):

Kukar, Polina. “Locating the Liminal: Discursive Practice and the Challenge of Empathy.” 2015. Web. 08 Aug 2020.

Vancouver:

Kukar P. Locating the Liminal: Discursive Practice and the Challenge of Empathy. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/69746.

Council of Science Editors:

Kukar P. Locating the Liminal: Discursive Practice and the Challenge of Empathy. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/69746


University of Toronto

5. Carr, Veronica Lea. Living in the Light of Death: A Case for an Education-towards-death.

Degree: 2015, University of Toronto

This thesis explores the educational potential of living and learning in the light of death. Through an analysis of Heidegger’s concept of Being, I highlight… (more)

Subjects/Keywords: Care; Death; Education; Heidegger; Noddings; Philosophy; 0998

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APA (6th Edition):

Carr, V. L. (2015). Living in the Light of Death: A Case for an Education-towards-death. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70253

Chicago Manual of Style (16th Edition):

Carr, Veronica Lea. “Living in the Light of Death: A Case for an Education-towards-death.” 2015. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/70253.

MLA Handbook (7th Edition):

Carr, Veronica Lea. “Living in the Light of Death: A Case for an Education-towards-death.” 2015. Web. 08 Aug 2020.

Vancouver:

Carr VL. Living in the Light of Death: A Case for an Education-towards-death. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/70253.

Council of Science Editors:

Carr VL. Living in the Light of Death: A Case for an Education-towards-death. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70253


University of Toronto

6. Konecny, Christina Patricia. Preschools and the Pedagogy of Domestication: The Ideologically Haunted Landscapes of Early Learning.

Degree: 2010, University of Toronto

This thesis analyzes the “home area” learning center in open-ended preschool classrooms to address the various forms of gendered learning and pedagogy elicited by its… (more)

Subjects/Keywords: Early Childhood Education; Space, Queer Theory; 0998

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APA (6th Edition):

Konecny, C. P. (2010). Preschools and the Pedagogy of Domestication: The Ideologically Haunted Landscapes of Early Learning. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25658

Chicago Manual of Style (16th Edition):

Konecny, Christina Patricia. “Preschools and the Pedagogy of Domestication: The Ideologically Haunted Landscapes of Early Learning.” 2010. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/25658.

MLA Handbook (7th Edition):

Konecny, Christina Patricia. “Preschools and the Pedagogy of Domestication: The Ideologically Haunted Landscapes of Early Learning.” 2010. Web. 08 Aug 2020.

Vancouver:

Konecny CP. Preschools and the Pedagogy of Domestication: The Ideologically Haunted Landscapes of Early Learning. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/25658.

Council of Science Editors:

Konecny CP. Preschools and the Pedagogy of Domestication: The Ideologically Haunted Landscapes of Early Learning. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25658


University of Toronto

7. Afshar, Shadi. Re-Imagining the Public Value of the Humanities: An Ecological Perspective.

Degree: 2016, University of Toronto

Much of the recent discussion regarding the humanities has been in response to the destabilizing effects economic pressures have on perceptions of their value. I… (more)

Subjects/Keywords: Ecology; Higher Education; Humanities; Value; 0998

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APA (6th Edition):

Afshar, S. (2016). Re-Imagining the Public Value of the Humanities: An Ecological Perspective. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/74473

Chicago Manual of Style (16th Edition):

Afshar, Shadi. “Re-Imagining the Public Value of the Humanities: An Ecological Perspective.” 2016. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/74473.

MLA Handbook (7th Edition):

Afshar, Shadi. “Re-Imagining the Public Value of the Humanities: An Ecological Perspective.” 2016. Web. 08 Aug 2020.

Vancouver:

Afshar S. Re-Imagining the Public Value of the Humanities: An Ecological Perspective. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/74473.

Council of Science Editors:

Afshar S. Re-Imagining the Public Value of the Humanities: An Ecological Perspective. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/74473


University of Toronto

8. Longo, Giuseppe. Pragmatism and Teaching Philosophy: An Inquiry into Truth, Relativism and Practice.

Degree: 2013, University of Toronto

When applied to problems in teaching philosophy, pragmatism improves philosophical teaching. It does so by deflating and clarifying the meaning of its problems and providing… (more)

Subjects/Keywords: Pragmatism; Teaching Philosophy; Truth; Relativism; Pedagogy; 0998

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APA (6th Edition):

Longo, G. (2013). Pragmatism and Teaching Philosophy: An Inquiry into Truth, Relativism and Practice. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70000

Chicago Manual of Style (16th Edition):

Longo, Giuseppe. “Pragmatism and Teaching Philosophy: An Inquiry into Truth, Relativism and Practice.” 2013. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/70000.

MLA Handbook (7th Edition):

Longo, Giuseppe. “Pragmatism and Teaching Philosophy: An Inquiry into Truth, Relativism and Practice.” 2013. Web. 08 Aug 2020.

Vancouver:

Longo G. Pragmatism and Teaching Philosophy: An Inquiry into Truth, Relativism and Practice. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/70000.

Council of Science Editors:

Longo G. Pragmatism and Teaching Philosophy: An Inquiry into Truth, Relativism and Practice. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/70000


University of Toronto

9. Kahil, Rula. The Complexities of ‘Shame’: An Exploration of Human Connection.

Degree: PhD, 2017, University of Toronto

 This dissertation is about one of the most controversial emotions: shame. The foundational question is: What constitutes the experience of shame as both an emotion… (more)

Subjects/Keywords: emotions; gender; norms; psychoanalysis; shame; women; 0998

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APA (6th Edition):

Kahil, R. (2017). The Complexities of ‘Shame’: An Exploration of Human Connection. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80928

Chicago Manual of Style (16th Edition):

Kahil, Rula. “The Complexities of ‘Shame’: An Exploration of Human Connection.” 2017. Doctoral Dissertation, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/80928.

MLA Handbook (7th Edition):

Kahil, Rula. “The Complexities of ‘Shame’: An Exploration of Human Connection.” 2017. Web. 08 Aug 2020.

Vancouver:

Kahil R. The Complexities of ‘Shame’: An Exploration of Human Connection. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/80928.

Council of Science Editors:

Kahil R. The Complexities of ‘Shame’: An Exploration of Human Connection. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/80928


University of Toronto

10. Zaliwska, Zofia. Untimely Research: Making time as existential post-qualitative research practice.

Degree: PhD, 2017, University of Toronto

This thesis presents six exemplars of posthuman theorizing that enact qualitative research in untimely ways. In order to move through the text in an untimely… (more)

Subjects/Keywords: existentialism; posthumanism; postqualitative; research-creation; 0998

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APA (6th Edition):

Zaliwska, Z. (2017). Untimely Research: Making time as existential post-qualitative research practice. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/93051

Chicago Manual of Style (16th Edition):

Zaliwska, Zofia. “Untimely Research: Making time as existential post-qualitative research practice.” 2017. Doctoral Dissertation, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/93051.

MLA Handbook (7th Edition):

Zaliwska, Zofia. “Untimely Research: Making time as existential post-qualitative research practice.” 2017. Web. 08 Aug 2020.

Vancouver:

Zaliwska Z. Untimely Research: Making time as existential post-qualitative research practice. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/93051.

Council of Science Editors:

Zaliwska Z. Untimely Research: Making time as existential post-qualitative research practice. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/93051


University of Toronto

11. Mifsud, Francois. First Hospitality for Educability: An Ethical, Epistemological, and Political Symbiotic Relationship.

Degree: PhD, 2017, University of Toronto

 The major aim of the thesis is to inquire into the human problem of the exclusion and marginalization of 'the other' from a philosophical and… (more)

Subjects/Keywords: Democracy; Diversity; Education; Hospitality; Inclusion; Leadership; 0998

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APA (6th Edition):

Mifsud, F. (2017). First Hospitality for Educability: An Ethical, Epistemological, and Political Symbiotic Relationship. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/77476

Chicago Manual of Style (16th Edition):

Mifsud, Francois. “First Hospitality for Educability: An Ethical, Epistemological, and Political Symbiotic Relationship.” 2017. Doctoral Dissertation, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/77476.

MLA Handbook (7th Edition):

Mifsud, Francois. “First Hospitality for Educability: An Ethical, Epistemological, and Political Symbiotic Relationship.” 2017. Web. 08 Aug 2020.

Vancouver:

Mifsud F. First Hospitality for Educability: An Ethical, Epistemological, and Political Symbiotic Relationship. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/77476.

Council of Science Editors:

Mifsud F. First Hospitality for Educability: An Ethical, Epistemological, and Political Symbiotic Relationship. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/77476


University of Toronto

12. Hewitt-White, Caitlin. Old and New Fascism: Race, Citizenship, and the Historical and Intellectual Context of CasaPound Italia.

Degree: 2015, University of Toronto

CasaPound Italia is a contemporary fascist movement in Italy. An anti-capitalist movement, CasaPound has emerged under neoliberal conditions of youth unemployment and privatization of education.… (more)

Subjects/Keywords: CasaPound Italia; Italian fascism; neofascism; neoliberalism; populism; racism; 0998

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APA (6th Edition):

Hewitt-White, C. (2015). Old and New Fascism: Race, Citizenship, and the Historical and Intellectual Context of CasaPound Italia. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70345

Chicago Manual of Style (16th Edition):

Hewitt-White, Caitlin. “Old and New Fascism: Race, Citizenship, and the Historical and Intellectual Context of CasaPound Italia.” 2015. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/70345.

MLA Handbook (7th Edition):

Hewitt-White, Caitlin. “Old and New Fascism: Race, Citizenship, and the Historical and Intellectual Context of CasaPound Italia.” 2015. Web. 08 Aug 2020.

Vancouver:

Hewitt-White C. Old and New Fascism: Race, Citizenship, and the Historical and Intellectual Context of CasaPound Italia. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/70345.

Council of Science Editors:

Hewitt-White C. Old and New Fascism: Race, Citizenship, and the Historical and Intellectual Context of CasaPound Italia. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70345


University of Toronto

13. Rossiter, Michael David. The Colonization of Educational Lifeworlds: Habermas and the Communicative Process of Teaching and Learning.

Degree: 2015, University of Toronto

Jurgen Habermas’ twofold conception of society as both system and lifeworld is an effective conceptual tool to analyses the tension between teaching and learning in… (more)

Subjects/Keywords: colonization; communicative action; communicative rationality; Habermas; lifeworld; 0998

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APA (6th Edition):

Rossiter, M. D. (2015). The Colonization of Educational Lifeworlds: Habermas and the Communicative Process of Teaching and Learning. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/70558

Chicago Manual of Style (16th Edition):

Rossiter, Michael David. “The Colonization of Educational Lifeworlds: Habermas and the Communicative Process of Teaching and Learning.” 2015. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/70558.

MLA Handbook (7th Edition):

Rossiter, Michael David. “The Colonization of Educational Lifeworlds: Habermas and the Communicative Process of Teaching and Learning.” 2015. Web. 08 Aug 2020.

Vancouver:

Rossiter MD. The Colonization of Educational Lifeworlds: Habermas and the Communicative Process of Teaching and Learning. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/70558.

Council of Science Editors:

Rossiter MD. The Colonization of Educational Lifeworlds: Habermas and the Communicative Process of Teaching and Learning. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/70558


University of Toronto

14. O'Connor, Linda Kathleen. Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma.

Degree: 2011, University of Toronto

This thesis examines weight-based stigma in schools, and examines body size as an issue of difference, subject to discrimination, from within a critical democratic framework.… (more)

Subjects/Keywords: obesity; stigma; weight; size; deficit thinking; discrimination; 0998

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APA (6th Edition):

O'Connor, L. K. (2011). Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30101

Chicago Manual of Style (16th Edition):

O'Connor, Linda Kathleen. “Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma.” 2011. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/30101.

MLA Handbook (7th Edition):

O'Connor, Linda Kathleen. “Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma.” 2011. Web. 08 Aug 2020.

Vancouver:

O'Connor LK. Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/30101.

Council of Science Editors:

O'Connor LK. Weight-based Stigma and Deficit Thinking about Obesity in Schools: How Neoliberal Conceptions of Obesity Are Contributing to Weight-based Stigma. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30101


University of Toronto

15. Matrim, Jair. The Distinction between Morals and Ethics: Discourses of Sex that Reciprocate with Students’ Learning Needs within the Toronto District School Board and other Secular School Boards of Ontario.

Degree: 2012, University of Toronto

By analyzing surveys, census data, policies and curriculum, it is demonstrated that the Toronto District School Board’s policies for equitable, anti-heterosexist, and anti-homophobic curriculum become… (more)

Subjects/Keywords: sex; education; philosophy; ethics; schools; Toronto; curriculum; morals; Ontario; Deleuze; 0998

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APA (6th Edition):

Matrim, J. (2012). The Distinction between Morals and Ethics: Discourses of Sex that Reciprocate with Students’ Learning Needs within the Toronto District School Board and other Secular School Boards of Ontario. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33663

Chicago Manual of Style (16th Edition):

Matrim, Jair. “The Distinction between Morals and Ethics: Discourses of Sex that Reciprocate with Students’ Learning Needs within the Toronto District School Board and other Secular School Boards of Ontario.” 2012. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/33663.

MLA Handbook (7th Edition):

Matrim, Jair. “The Distinction between Morals and Ethics: Discourses of Sex that Reciprocate with Students’ Learning Needs within the Toronto District School Board and other Secular School Boards of Ontario.” 2012. Web. 08 Aug 2020.

Vancouver:

Matrim J. The Distinction between Morals and Ethics: Discourses of Sex that Reciprocate with Students’ Learning Needs within the Toronto District School Board and other Secular School Boards of Ontario. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/33663.

Council of Science Editors:

Matrim J. The Distinction between Morals and Ethics: Discourses of Sex that Reciprocate with Students’ Learning Needs within the Toronto District School Board and other Secular School Boards of Ontario. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33663


University of Toronto

16. Zaliwska, Zofia. The Pedagogy of Existential Questioning: Finding Hope through Despair.

Degree: 2013, University of Toronto

My thesis examines existential questioning as a method towards becoming pedagogical. I argue that a pedagogy of existential questioning, as an experience of a distinctive… (more)

Subjects/Keywords: existentialism, pedagogy, Sartre, Heidegger, affect, hope, despair; 0998

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APA (6th Edition):

Zaliwska, Z. (2013). The Pedagogy of Existential Questioning: Finding Hope through Despair. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/35105

Chicago Manual of Style (16th Edition):

Zaliwska, Zofia. “The Pedagogy of Existential Questioning: Finding Hope through Despair.” 2013. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/35105.

MLA Handbook (7th Edition):

Zaliwska, Zofia. “The Pedagogy of Existential Questioning: Finding Hope through Despair.” 2013. Web. 08 Aug 2020.

Vancouver:

Zaliwska Z. The Pedagogy of Existential Questioning: Finding Hope through Despair. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/35105.

Council of Science Editors:

Zaliwska Z. The Pedagogy of Existential Questioning: Finding Hope through Despair. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35105


University of Toronto

17. Horton, John. The American Hope-Dream: Implications for Democracy and Public Education.

Degree: 2018, University of Toronto

Current crisis and pessimism enshroud the state of democracy and public education. This dissertation interrogates how representative philosophers, beginning with Plato, have conceptualized hope. The… (more)

Subjects/Keywords: American Dream; Caring; Democratic Processes; Hope; Inclusion; Public Education; 0998

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APA (6th Edition):

Horton, J. (2018). The American Hope-Dream: Implications for Democracy and Public Education. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/92113

Chicago Manual of Style (16th Edition):

Horton, John. “The American Hope-Dream: Implications for Democracy and Public Education.” 2018. Doctoral Dissertation, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/92113.

MLA Handbook (7th Edition):

Horton, John. “The American Hope-Dream: Implications for Democracy and Public Education.” 2018. Web. 08 Aug 2020.

Vancouver:

Horton J. The American Hope-Dream: Implications for Democracy and Public Education. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/92113.

Council of Science Editors:

Horton J. The American Hope-Dream: Implications for Democracy and Public Education. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/92113


University of Toronto

18. Macedo, Ester Pereira Neves. Philosophy of the Many: High School Philosophy and a Politics of Difference.

Degree: 2011, University of Toronto

As we start a new millennium, the conviction that exclusionary practices need to be fought at all levels of society is becoming gradually more accepted.… (more)

Subjects/Keywords: high school philosophy; politics of difference; social justice; inclusion; 0998

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APA (6th Edition):

Macedo, E. P. N. (2011). Philosophy of the Many: High School Philosophy and a Politics of Difference. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/31847

Chicago Manual of Style (16th Edition):

Macedo, Ester Pereira Neves. “Philosophy of the Many: High School Philosophy and a Politics of Difference.” 2011. Doctoral Dissertation, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/31847.

MLA Handbook (7th Edition):

Macedo, Ester Pereira Neves. “Philosophy of the Many: High School Philosophy and a Politics of Difference.” 2011. Web. 08 Aug 2020.

Vancouver:

Macedo EPN. Philosophy of the Many: High School Philosophy and a Politics of Difference. [Internet] [Doctoral dissertation]. University of Toronto; 2011. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/31847.

Council of Science Editors:

Macedo EPN. Philosophy of the Many: High School Philosophy and a Politics of Difference. [Doctoral Dissertation]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/31847


University of Toronto

19. Sihra, Karen. Ahimsa and Humility in/for Philosophy of Education Discourse.

Degree: 2013, University of Toronto

Peace education has made significant and meaningful contributions to the development and maintenance of social justice based education. This thesis presents the argument that peace… (more)

Subjects/Keywords: ahimsa; Gandhi; intersubjectivity; humility; peace education; 0998; 0332; 0700

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APA (6th Edition):

Sihra, K. (2013). Ahimsa and Humility in/for Philosophy of Education Discourse. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/70541

Chicago Manual of Style (16th Edition):

Sihra, Karen. “Ahimsa and Humility in/for Philosophy of Education Discourse.” 2013. Doctoral Dissertation, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/70541.

MLA Handbook (7th Edition):

Sihra, Karen. “Ahimsa and Humility in/for Philosophy of Education Discourse.” 2013. Web. 08 Aug 2020.

Vancouver:

Sihra K. Ahimsa and Humility in/for Philosophy of Education Discourse. [Internet] [Doctoral dissertation]. University of Toronto; 2013. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/70541.

Council of Science Editors:

Sihra K. Ahimsa and Humility in/for Philosophy of Education Discourse. [Doctoral Dissertation]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/70541


University of Toronto

20. Buskard, Paula Marie. A Case Study of Teaching Styles at One Ontario College.

Degree: PhD, 2019, University of Toronto

 The purpose of this case study was to explore, describe, and compare the teaching styles practiced by faculty members at Loyalist College (permission to name… (more)

Subjects/Keywords: Adult Learning; Learner-centred; Teacher-centred; Teaching Styles; 0998

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APA (6th Edition):

Buskard, P. M. (2019). A Case Study of Teaching Styles at One Ontario College. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/97353

Chicago Manual of Style (16th Edition):

Buskard, Paula Marie. “A Case Study of Teaching Styles at One Ontario College.” 2019. Doctoral Dissertation, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/97353.

MLA Handbook (7th Edition):

Buskard, Paula Marie. “A Case Study of Teaching Styles at One Ontario College.” 2019. Web. 08 Aug 2020.

Vancouver:

Buskard PM. A Case Study of Teaching Styles at One Ontario College. [Internet] [Doctoral dissertation]. University of Toronto; 2019. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/97353.

Council of Science Editors:

Buskard PM. A Case Study of Teaching Styles at One Ontario College. [Doctoral Dissertation]. University of Toronto; 2019. Available from: http://hdl.handle.net/1807/97353


University of Toronto

21. Nemorin, Selena. Augmenting Animality: Neuromarketing as a Pedagogy of Communicative Surveillance.

Degree: PhD, 2015, University of Toronto

 This research project considers ethical questions around neuromarketing and its implications for human freedom: How is neuromarketing shaping our subjectivities? How is neuromarketing disrupting our… (more)

Subjects/Keywords: Education; Media and Communication; Neuromarketing; Philosophy; Surveillance Studies; Technology; 0998

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APA (6th Edition):

Nemorin, S. (2015). Augmenting Animality: Neuromarketing as a Pedagogy of Communicative Surveillance. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80428

Chicago Manual of Style (16th Edition):

Nemorin, Selena. “Augmenting Animality: Neuromarketing as a Pedagogy of Communicative Surveillance.” 2015. Doctoral Dissertation, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/80428.

MLA Handbook (7th Edition):

Nemorin, Selena. “Augmenting Animality: Neuromarketing as a Pedagogy of Communicative Surveillance.” 2015. Web. 08 Aug 2020.

Vancouver:

Nemorin S. Augmenting Animality: Neuromarketing as a Pedagogy of Communicative Surveillance. [Internet] [Doctoral dissertation]. University of Toronto; 2015. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/80428.

Council of Science Editors:

Nemorin S. Augmenting Animality: Neuromarketing as a Pedagogy of Communicative Surveillance. [Doctoral Dissertation]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/80428


University of Toronto

22. Wilkins, Lynn D. Rethinking Education: A Paradigm for Education for Sustainability.

Degree: 2011, University of Toronto

In this thesis I will argue that the current predicament we find ourselves in of unsustainable practices can only be addressed through a fundamental shift… (more)

Subjects/Keywords: Education; Education for Sustainable Development; Sustainability; Education for Sustainability; Sustainable Education; Paulo Freire; 0998; 0350

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APA (6th Edition):

Wilkins, L. D. (2011). Rethinking Education: A Paradigm for Education for Sustainability. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30111

Chicago Manual of Style (16th Edition):

Wilkins, Lynn D. “Rethinking Education: A Paradigm for Education for Sustainability.” 2011. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/30111.

MLA Handbook (7th Edition):

Wilkins, Lynn D. “Rethinking Education: A Paradigm for Education for Sustainability.” 2011. Web. 08 Aug 2020.

Vancouver:

Wilkins LD. Rethinking Education: A Paradigm for Education for Sustainability. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/30111.

Council of Science Editors:

Wilkins LD. Rethinking Education: A Paradigm for Education for Sustainability. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30111


University of Toronto

23. Naimi, Kevin. Education as Social Transformation: Pragmatism, Philosophical Hermeneutics and the "Sea Change" in Contemporary Philosophy.

Degree: 2012, University of Toronto

In this thesis I characterize, through an analysis of some of the key themes and central insights of both Charles Sanders Peirce’s pragmatism and Hans-Georg… (more)

Subjects/Keywords: Education, Pragmatism, Philosophical Hermeneutics, Philosophy, Sociology, Agency, Relational Ontology, Process, Social Transformation; 0998

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APA (6th Edition):

Naimi, K. (2012). Education as Social Transformation: Pragmatism, Philosophical Hermeneutics and the "Sea Change" in Contemporary Philosophy. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33667

Chicago Manual of Style (16th Edition):

Naimi, Kevin. “Education as Social Transformation: Pragmatism, Philosophical Hermeneutics and the "Sea Change" in Contemporary Philosophy.” 2012. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/33667.

MLA Handbook (7th Edition):

Naimi, Kevin. “Education as Social Transformation: Pragmatism, Philosophical Hermeneutics and the "Sea Change" in Contemporary Philosophy.” 2012. Web. 08 Aug 2020.

Vancouver:

Naimi K. Education as Social Transformation: Pragmatism, Philosophical Hermeneutics and the "Sea Change" in Contemporary Philosophy. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/33667.

Council of Science Editors:

Naimi K. Education as Social Transformation: Pragmatism, Philosophical Hermeneutics and the "Sea Change" in Contemporary Philosophy. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33667


University of Toronto

24. Ekoh, Ijeoma. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.

Degree: 2012, University of Toronto

This thesis investigates the practice of high-stakes standardized testing in Nigeria. Examining its colonial histories, its philosophical incongruities with African indigenous education, and its neocolonial… (more)

Subjects/Keywords: Standardized Testing; African consciousness; Indigenous African Education; Nigerian Education; critical education; colonial education; 0998

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APA (6th Edition):

Ekoh, I. (2012). High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33647

Chicago Manual of Style (16th Edition):

Ekoh, Ijeoma. “High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.” 2012. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/33647.

MLA Handbook (7th Edition):

Ekoh, Ijeoma. “High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview.” 2012. Web. 08 Aug 2020.

Vancouver:

Ekoh I. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/33647.

Council of Science Editors:

Ekoh I. High-stakes Standardized Testing in Nigeria and the Erosion of a Critical African Worldview. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33647


University of Toronto

25. Carter, Cherie. Holistic Education: Implementing and Maintaining a Holistic Teaching Practice.

Degree: 2013, University of Toronto

Abstract This study examines the holistic pedagogical practices of experienced teachers in alternative public schools. This study reviews holistic educational philosophy and ancient Eastern spirituality… (more)

Subjects/Keywords: holistic teaching practice; holistic education; holistic philosophy; pedagogy; 0515; 0530; 0727; 0998

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APA (6th Edition):

Carter, C. (2013). Holistic Education: Implementing and Maintaining a Holistic Teaching Practice. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42614

Chicago Manual of Style (16th Edition):

Carter, Cherie. “Holistic Education: Implementing and Maintaining a Holistic Teaching Practice.” 2013. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/42614.

MLA Handbook (7th Edition):

Carter, Cherie. “Holistic Education: Implementing and Maintaining a Holistic Teaching Practice.” 2013. Web. 08 Aug 2020.

Vancouver:

Carter C. Holistic Education: Implementing and Maintaining a Holistic Teaching Practice. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/42614.

Council of Science Editors:

Carter C. Holistic Education: Implementing and Maintaining a Holistic Teaching Practice. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42614


University of Toronto

26. Relucio, Maria Angelica de Leon. The Community of Inquiry as a Social Reform: Challenging Standardization in Schools through a Juxtaposition of Aquinas' Notion of Connatural Learning, Dewey's Centrality of Experience and Buber's Concept of Dialogue.

Degree: 2014, University of Toronto

Education imbibes the processes of drawing from within and connecting with the world. Schools which practice standardization have not become a place where students are… (more)

Subjects/Keywords: Centrality of Experience; Community of Inquiry; Connatural Learning; Democracy in Schools; Dialogue; 0998

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APA (6th Edition):

Relucio, M. A. d. L. (2014). The Community of Inquiry as a Social Reform: Challenging Standardization in Schools through a Juxtaposition of Aquinas' Notion of Connatural Learning, Dewey's Centrality of Experience and Buber's Concept of Dialogue. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/95529

Chicago Manual of Style (16th Edition):

Relucio, Maria Angelica de Leon. “The Community of Inquiry as a Social Reform: Challenging Standardization in Schools through a Juxtaposition of Aquinas' Notion of Connatural Learning, Dewey's Centrality of Experience and Buber's Concept of Dialogue.” 2014. Masters Thesis, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/95529.

MLA Handbook (7th Edition):

Relucio, Maria Angelica de Leon. “The Community of Inquiry as a Social Reform: Challenging Standardization in Schools through a Juxtaposition of Aquinas' Notion of Connatural Learning, Dewey's Centrality of Experience and Buber's Concept of Dialogue.” 2014. Web. 08 Aug 2020.

Vancouver:

Relucio MAdL. The Community of Inquiry as a Social Reform: Challenging Standardization in Schools through a Juxtaposition of Aquinas' Notion of Connatural Learning, Dewey's Centrality of Experience and Buber's Concept of Dialogue. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/95529.

Council of Science Editors:

Relucio MAdL. The Community of Inquiry as a Social Reform: Challenging Standardization in Schools through a Juxtaposition of Aquinas' Notion of Connatural Learning, Dewey's Centrality of Experience and Buber's Concept of Dialogue. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/95529


University of Toronto

27. Ossa Illanes, Carlos Hernan. The Nature of the Teacher Knowledge Constructed in a Multimodal Professional Learning Community.

Degree: PhD, 2017, University of Toronto

 This research explores the nature of teacher knowledge constructed over four years in a multi-modal environment. Fourteen K-12 teachers, from Ontario, Canada and Michigan, USA,… (more)

Subjects/Keywords: Discourse analysis; Hermeneutics; Teachers' dialogue; Teachers' knowledge; Teachers' professional development; Teachers' professional learning communities; 0998

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APA (6th Edition):

Ossa Illanes, C. H. (2017). The Nature of the Teacher Knowledge Constructed in a Multimodal Professional Learning Community. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79420

Chicago Manual of Style (16th Edition):

Ossa Illanes, Carlos Hernan. “The Nature of the Teacher Knowledge Constructed in a Multimodal Professional Learning Community.” 2017. Doctoral Dissertation, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/79420.

MLA Handbook (7th Edition):

Ossa Illanes, Carlos Hernan. “The Nature of the Teacher Knowledge Constructed in a Multimodal Professional Learning Community.” 2017. Web. 08 Aug 2020.

Vancouver:

Ossa Illanes CH. The Nature of the Teacher Knowledge Constructed in a Multimodal Professional Learning Community. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/79420.

Council of Science Editors:

Ossa Illanes CH. The Nature of the Teacher Knowledge Constructed in a Multimodal Professional Learning Community. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79420


University of Toronto

28. Cashmore, Sarah Elizabeth. Growing Past Ourselves: Toward a Pedagogy of Change through the Evolutionary Epistemology and Developmental Teleology of Charles Sanders Peirce.

Degree: PhD, 2017, University of Toronto

 Charles Sanders Peirce defends an approach to thought in which mind and inquiry are subject to ongoing evolution through the process of interpreting signs. This… (more)

Subjects/Keywords: Charles Sanders Peirce; epistemology; evo devo; philosophy of evolution; theory of mind; transactionalism; 0998

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APA (6th Edition):

Cashmore, S. E. (2017). Growing Past Ourselves: Toward a Pedagogy of Change through the Evolutionary Epistemology and Developmental Teleology of Charles Sanders Peirce. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/77444

Chicago Manual of Style (16th Edition):

Cashmore, Sarah Elizabeth. “Growing Past Ourselves: Toward a Pedagogy of Change through the Evolutionary Epistemology and Developmental Teleology of Charles Sanders Peirce.” 2017. Doctoral Dissertation, University of Toronto. Accessed August 08, 2020. http://hdl.handle.net/1807/77444.

MLA Handbook (7th Edition):

Cashmore, Sarah Elizabeth. “Growing Past Ourselves: Toward a Pedagogy of Change through the Evolutionary Epistemology and Developmental Teleology of Charles Sanders Peirce.” 2017. Web. 08 Aug 2020.

Vancouver:

Cashmore SE. Growing Past Ourselves: Toward a Pedagogy of Change through the Evolutionary Epistemology and Developmental Teleology of Charles Sanders Peirce. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/1807/77444.

Council of Science Editors:

Cashmore SE. Growing Past Ourselves: Toward a Pedagogy of Change through the Evolutionary Epistemology and Developmental Teleology of Charles Sanders Peirce. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/77444


Kansas State University

29. Harlow, Megan Jean. Virtual vision quest: second life and the digital self.

Degree: MA, Department of Communications, 2009, Kansas State University

 This thesis examines the production of identity within post web 2.0 virtual communities. Second Life, the community which this study focuses on, is a growing… (more)

Subjects/Keywords: digital; ethnography; rhetoric; second life; pedagogy; Deleuze; Education, Philosophy of (0998); Mass Communications (0708); Women's Studies (0453)

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APA (6th Edition):

Harlow, M. J. (2009). Virtual vision quest: second life and the digital self. (Masters Thesis). Kansas State University. Retrieved from http://hdl.handle.net/2097/1537

Chicago Manual of Style (16th Edition):

Harlow, Megan Jean. “Virtual vision quest: second life and the digital self.” 2009. Masters Thesis, Kansas State University. Accessed August 08, 2020. http://hdl.handle.net/2097/1537.

MLA Handbook (7th Edition):

Harlow, Megan Jean. “Virtual vision quest: second life and the digital self.” 2009. Web. 08 Aug 2020.

Vancouver:

Harlow MJ. Virtual vision quest: second life and the digital self. [Internet] [Masters thesis]. Kansas State University; 2009. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/2097/1537.

Council of Science Editors:

Harlow MJ. Virtual vision quest: second life and the digital self. [Masters Thesis]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/1537


Kansas State University

30. Griffith, George W. The initial impact of No Child Left Behind with a focus on time for elementary science and equity in science, math, and reading.

Degree: PhD, Curriculum and Instruction Programs, 2009, Kansas State University

 This research examines the impact of the “No Child Left Behind” (NCLB) Act on elementary science education in the states of Colorado, Kansas, Missouri, Nebraska,… (more)

Subjects/Keywords: NCLB; Equity; Change; Assessment; Education; Science; Education, Administration (0514); Education, Curriculum and Instruction (0727); Education, Philosophy of (0998)

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APA (6th Edition):

Griffith, G. W. (2009). The initial impact of No Child Left Behind with a focus on time for elementary science and equity in science, math, and reading. (Doctoral Dissertation). Kansas State University. Retrieved from http://hdl.handle.net/2097/2164

Chicago Manual of Style (16th Edition):

Griffith, George W. “The initial impact of No Child Left Behind with a focus on time for elementary science and equity in science, math, and reading.” 2009. Doctoral Dissertation, Kansas State University. Accessed August 08, 2020. http://hdl.handle.net/2097/2164.

MLA Handbook (7th Edition):

Griffith, George W. “The initial impact of No Child Left Behind with a focus on time for elementary science and equity in science, math, and reading.” 2009. Web. 08 Aug 2020.

Vancouver:

Griffith GW. The initial impact of No Child Left Behind with a focus on time for elementary science and equity in science, math, and reading. [Internet] [Doctoral dissertation]. Kansas State University; 2009. [cited 2020 Aug 08]. Available from: http://hdl.handle.net/2097/2164.

Council of Science Editors:

Griffith GW. The initial impact of No Child Left Behind with a focus on time for elementary science and equity in science, math, and reading. [Doctoral Dissertation]. Kansas State University; 2009. Available from: http://hdl.handle.net/2097/2164

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