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You searched for subject:(130213 Vocational Education AND Training Curriculum AND Pedagogy). Showing records 1 – 30 of 39 total matches.

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Unitec New Zealand

1. Basham, Christine Joy. The role of career education and guidance for students in year 13 and its implications for students’ career decision making.

Degree: 2011, Unitec New Zealand

 This research examines current careers education and guidance being delivered in secondary schools and determines whether it is relevant and helpful for students during their… (more)

Subjects/Keywords: New Zealand secondary schools; Careers education; 130213 Vocational Education and Training Curriculum and Pedagogy

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APA (6th Edition):

Basham, C. J. (2011). The role of career education and guidance for students in year 13 and its implications for students’ career decision making. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/1549

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

Chicago Manual of Style (16th Edition):

Basham, Christine Joy. “The role of career education and guidance for students in year 13 and its implications for students’ career decision making.” 2011. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/1549.

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

MLA Handbook (7th Edition):

Basham, Christine Joy. “The role of career education and guidance for students in year 13 and its implications for students’ career decision making.” 2011. Web. 14 Oct 2019.

Vancouver:

Basham CJ. The role of career education and guidance for students in year 13 and its implications for students’ career decision making. [Internet] [Thesis]. Unitec New Zealand; 2011. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/1549.

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

Council of Science Editors:

Basham CJ. The role of career education and guidance for students in year 13 and its implications for students’ career decision making. [Thesis]. Unitec New Zealand; 2011. Available from: http://hdl.handle.net/10652/1549

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


Unitec New Zealand

2. Demi, Markus. The nature of leadership dilemmas in technical vocational education and training in Papua New Guinea.

Degree: 2017, Unitec New Zealand

 Effective leadership is essential in securing the highest possible quality for Technical Vocational Education and Training in Papua New Guinea (TVETPNG). In this education sector,… (more)

Subjects/Keywords: Papua New Guinea; technical and vocational education and training (TVET); vocational education; vocational teachers; technical teachers; trade educators; educational leadership; 130213 Vocational Education and Training Curriculum and Pedagogy

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APA (6th Edition):

Demi, M. (2017). The nature of leadership dilemmas in technical vocational education and training in Papua New Guinea. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3936

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

Chicago Manual of Style (16th Edition):

Demi, Markus. “The nature of leadership dilemmas in technical vocational education and training in Papua New Guinea.” 2017. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/3936.

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

MLA Handbook (7th Edition):

Demi, Markus. “The nature of leadership dilemmas in technical vocational education and training in Papua New Guinea.” 2017. Web. 14 Oct 2019.

Vancouver:

Demi M. The nature of leadership dilemmas in technical vocational education and training in Papua New Guinea. [Internet] [Thesis]. Unitec New Zealand; 2017. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/3936.

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

Council of Science Editors:

Demi M. The nature of leadership dilemmas in technical vocational education and training in Papua New Guinea. [Thesis]. Unitec New Zealand; 2017. Available from: http://hdl.handle.net/10652/3936

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


Unitec New Zealand

3. Baglow, Lee. An investigation into the current environment for technical vocational education and training leadership development in New Zealand polytechnics.

Degree: 2016, Unitec New Zealand

 This thesis examines the professional development needs and leadership development opportunities for New Zealand technical vocational education and training (TVET) leaders. It also considers the… (more)

Subjects/Keywords: New Zealand; technical and vocational education and training (TVET); vocational teachers; vocational education; technical teachers; trade educators; polytechnics; 130213 Vocational Education and Training Curriculum and Pedagogy

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APA (6th Edition):

Baglow, L. (2016). An investigation into the current environment for technical vocational education and training leadership development in New Zealand polytechnics. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4224

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

Chicago Manual of Style (16th Edition):

Baglow, Lee. “An investigation into the current environment for technical vocational education and training leadership development in New Zealand polytechnics.” 2016. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/4224.

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

MLA Handbook (7th Edition):

Baglow, Lee. “An investigation into the current environment for technical vocational education and training leadership development in New Zealand polytechnics.” 2016. Web. 14 Oct 2019.

Vancouver:

Baglow L. An investigation into the current environment for technical vocational education and training leadership development in New Zealand polytechnics. [Internet] [Thesis]. Unitec New Zealand; 2016. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/4224.

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

Council of Science Editors:

Baglow L. An investigation into the current environment for technical vocational education and training leadership development in New Zealand polytechnics. [Thesis]. Unitec New Zealand; 2016. Available from: http://hdl.handle.net/10652/4224

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


Unitec New Zealand

4. Bassett, Martin. Developing middle level leaders in New Zealand secondary schools.

Degree: 2012, Unitec New Zealand

 The aim of this research was to examine middle level leadership development practices in New Zealand secondary schools to gain an understanding of current middle… (more)

Subjects/Keywords: New Zealand secondary schools; middle level leaders; professional development; 130213 Vocational Education and Training Curriculum and Pedagogy

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APA (6th Edition):

Bassett, M. (2012). Developing middle level leaders in New Zealand secondary schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2205

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

Chicago Manual of Style (16th Edition):

Bassett, Martin. “Developing middle level leaders in New Zealand secondary schools.” 2012. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/2205.

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

MLA Handbook (7th Edition):

Bassett, Martin. “Developing middle level leaders in New Zealand secondary schools.” 2012. Web. 14 Oct 2019.

Vancouver:

Bassett M. Developing middle level leaders in New Zealand secondary schools. [Internet] [Thesis]. Unitec New Zealand; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/2205.

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

Council of Science Editors:

Bassett M. Developing middle level leaders in New Zealand secondary schools. [Thesis]. Unitec New Zealand; 2012. Available from: http://hdl.handle.net/10652/2205

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


University of Canterbury

5. Pons, D.J. Optimising Employability: The transition from university to industry for engineering graduates.

Degree: Mechanical Engineering, 2012, University of Canterbury

 Employability is analysed for the specific case of engineering education. A conceptual model is developed of the processes of transition, using a system-engineering method. This… (more)

Subjects/Keywords: employability; job application; resume; curriculum vitae; system model; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130213 - Vocational Education and Training Curriculum and Pedagogy; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130212 - Science, Technology and Engineering Curriculum and Pedagogy

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APA (6th Edition):

Pons, D. J. (2012). Optimising Employability: The transition from university to industry for engineering graduates. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/9150

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

Chicago Manual of Style (16th Edition):

Pons, D J. “Optimising Employability: The transition from university to industry for engineering graduates.” 2012. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/9150.

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

MLA Handbook (7th Edition):

Pons, D J. “Optimising Employability: The transition from university to industry for engineering graduates.” 2012. Web. 14 Oct 2019.

Vancouver:

Pons DJ. Optimising Employability: The transition from university to industry for engineering graduates. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/9150.

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

Council of Science Editors:

Pons DJ. Optimising Employability: The transition from university to industry for engineering graduates. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/9150

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


Unitec New Zealand

6. Shaw, Nicholas. Supporting first-time middle leaders in New Zealand primary schools.

Degree: 2016, Unitec New Zealand

 Middle leaders in New Zealand primary schools play a substantial part in the teaching of students and leadership of staff yet there is little understanding… (more)

Subjects/Keywords: New Zealand; primary schools; middle level leaders; educational leadership; 130213 Vocational Education and Training Curriculum and Pedagogy; 130105 Primary Education (excl. Māori)

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APA (6th Edition):

Shaw, N. (2016). Supporting first-time middle leaders in New Zealand primary schools. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/3692

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

Chicago Manual of Style (16th Edition):

Shaw, Nicholas. “Supporting first-time middle leaders in New Zealand primary schools.” 2016. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/3692.

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

MLA Handbook (7th Edition):

Shaw, Nicholas. “Supporting first-time middle leaders in New Zealand primary schools.” 2016. Web. 14 Oct 2019.

Vancouver:

Shaw N. Supporting first-time middle leaders in New Zealand primary schools. [Internet] [Thesis]. Unitec New Zealand; 2016. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/3692.

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

Council of Science Editors:

Shaw N. Supporting first-time middle leaders in New Zealand primary schools. [Thesis]. Unitec New Zealand; 2016. Available from: http://hdl.handle.net/10652/3692

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


Unitec New Zealand

7. Tawaketini, Jone. Cultural influences on the retention of Pasifika students in an institute of technology trades programme.

Degree: 2017, Unitec New Zealand

 Pasifika success in education has been identified as critical for the future of New Zealand. In the tertiary institution, the sustainability for the retention of… (more)

Subjects/Keywords: New Zealand; Pasifika students; technical and vocational education and training (TVET); vocational education; Unitec courses; learning styles; success; technology education; talanoa (traditional method of face-to-face conversations); student success; 130213 Vocational Education and Training Curriculum and Pedagogy; Tāngata o Te Moana-nui-a-Kiwa

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APA (6th Edition):

Tawaketini, J. (2017). Cultural influences on the retention of Pasifika students in an institute of technology trades programme. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4211

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

Chicago Manual of Style (16th Edition):

Tawaketini, Jone. “Cultural influences on the retention of Pasifika students in an institute of technology trades programme.” 2017. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/4211.

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

MLA Handbook (7th Edition):

Tawaketini, Jone. “Cultural influences on the retention of Pasifika students in an institute of technology trades programme.” 2017. Web. 14 Oct 2019.

Vancouver:

Tawaketini J. Cultural influences on the retention of Pasifika students in an institute of technology trades programme. [Internet] [Thesis]. Unitec New Zealand; 2017. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/4211.

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

Council of Science Editors:

Tawaketini J. Cultural influences on the retention of Pasifika students in an institute of technology trades programme. [Thesis]. Unitec New Zealand; 2017. Available from: http://hdl.handle.net/10652/4211

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


Unitec New Zealand

8. Patel, Reena. An Industry Training Organisation perspective of strategic planning for future workplace learning and assessment innovation in New Zealand.

Degree: 2019, Unitec New Zealand

 RESEARCH QUESTIONS: 1. In what ways do Industry Training Organisations interpret Tertiary Education Commission’s strategy with reference to future workplace learning and assessment innovation? 2.… (more)

Subjects/Keywords: New Zealand; vocational education; Industry Training and Apprenticeships Act (1992 : New Zealand); pre-employment preparation; Industry Based Learning (IBL); work-integrated learning (WIL); employability; university to work transition; Industry Training Organisations; Tertiary Education Strategy 2014–2019 (2014 : New Zealand); 130213 Vocational Education and Training Curriculum and Pedagogy

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APA (6th Edition):

Patel, R. (2019). An Industry Training Organisation perspective of strategic planning for future workplace learning and assessment innovation in New Zealand. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4478

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

Chicago Manual of Style (16th Edition):

Patel, Reena. “An Industry Training Organisation perspective of strategic planning for future workplace learning and assessment innovation in New Zealand.” 2019. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/4478.

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

MLA Handbook (7th Edition):

Patel, Reena. “An Industry Training Organisation perspective of strategic planning for future workplace learning and assessment innovation in New Zealand.” 2019. Web. 14 Oct 2019.

Vancouver:

Patel R. An Industry Training Organisation perspective of strategic planning for future workplace learning and assessment innovation in New Zealand. [Internet] [Thesis]. Unitec New Zealand; 2019. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/4478.

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

Council of Science Editors:

Patel R. An Industry Training Organisation perspective of strategic planning for future workplace learning and assessment innovation in New Zealand. [Thesis]. Unitec New Zealand; 2019. Available from: http://hdl.handle.net/10652/4478

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


Unitec New Zealand

9. Clague, Philip. Why trade students withdraw from their courses : students’ perspectives.

Degree: 2014, Unitec New Zealand

 Despite increasing numbers of students embarking on tertiary studies in New Zealand, the proportion of students completing a qualification is low compared to other OECD… (more)

Subjects/Keywords: ITP sector; polytechnics; polytechnic students; student retention; student success; completion rate; electrical engineering; Unitec Institute of Technology (Auckland, N.Z.); Mount Albert (Auckland); Auckland, New Zealand; 130213 Vocational Education and Training Curriculum and Pedagogy

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APA (6th Edition):

Clague, P. (2014). Why trade students withdraw from their courses : students’ perspectives. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/2553

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

Chicago Manual of Style (16th Edition):

Clague, Philip. “Why trade students withdraw from their courses : students’ perspectives.” 2014. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/2553.

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

MLA Handbook (7th Edition):

Clague, Philip. “Why trade students withdraw from their courses : students’ perspectives.” 2014. Web. 14 Oct 2019.

Vancouver:

Clague P. Why trade students withdraw from their courses : students’ perspectives. [Internet] [Thesis]. Unitec New Zealand; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/2553.

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

Council of Science Editors:

Clague P. Why trade students withdraw from their courses : students’ perspectives. [Thesis]. Unitec New Zealand; 2014. Available from: http://hdl.handle.net/10652/2553

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


Unitec New Zealand

10. Grove, Lynn. School-leaver work-readiness: the perspectives of students, educators and employers in a rural New Zealand setting.

Degree: 2018, Unitec New Zealand

 RESEARCH QUESTIONS: 1. What aspects of communication between school-leavers, employers and educators support work readiness for school-leavers? 2. How can schools and employers work together… (more)

Subjects/Keywords: Riverton, New Zealand; New Zealand; rural schools; school leavers; school to work transition; vocational education; secondary students; rural education; employability; Gatsby Career Benchmarks (U.K.); Career Benchmarks (N.Z.); careers education; employer-school collaboration; school-employer collaboration; rural areas; 130106 Secondary Education; 130213 Vocational Education and Training Curriculum and Pedagogy

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APA (6th Edition):

Grove, L. (2018). School-leaver work-readiness: the perspectives of students, educators and employers in a rural New Zealand setting. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4642

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

Chicago Manual of Style (16th Edition):

Grove, Lynn. “School-leaver work-readiness: the perspectives of students, educators and employers in a rural New Zealand setting.” 2018. Thesis, Unitec New Zealand. Accessed October 14, 2019. http://hdl.handle.net/10652/4642.

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

MLA Handbook (7th Edition):

Grove, Lynn. “School-leaver work-readiness: the perspectives of students, educators and employers in a rural New Zealand setting.” 2018. Web. 14 Oct 2019.

Vancouver:

Grove L. School-leaver work-readiness: the perspectives of students, educators and employers in a rural New Zealand setting. [Internet] [Thesis]. Unitec New Zealand; 2018. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10652/4642.

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

Council of Science Editors:

Grove L. School-leaver work-readiness: the perspectives of students, educators and employers in a rural New Zealand setting. [Thesis]. Unitec New Zealand; 2018. Available from: http://hdl.handle.net/10652/4642

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


University of Rochester

11. Daniels, Emily. Fighting, loving, teaching| An exploration of hope, armed love and critical pedagogies in urban teachers' praxis.

Degree: 2010, University of Rochester

  The purpose of this study was to explore urban teachers' praxis with historically marginalized youth. Specifically I examined of the role of hope and… (more)

Subjects/Keywords: Education, Pedagogy; Education, Teacher Training; Education, Curriculum and Instruction

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APA (6th Edition):

Daniels, E. (2010). Fighting, loving, teaching| An exploration of hope, armed love and critical pedagogies in urban teachers' praxis. (Thesis). University of Rochester. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3410615

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

Chicago Manual of Style (16th Edition):

Daniels, Emily. “Fighting, loving, teaching| An exploration of hope, armed love and critical pedagogies in urban teachers' praxis.” 2010. Thesis, University of Rochester. Accessed October 14, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3410615.

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

MLA Handbook (7th Edition):

Daniels, Emily. “Fighting, loving, teaching| An exploration of hope, armed love and critical pedagogies in urban teachers' praxis.” 2010. Web. 14 Oct 2019.

Vancouver:

Daniels E. Fighting, loving, teaching| An exploration of hope, armed love and critical pedagogies in urban teachers' praxis. [Internet] [Thesis]. University of Rochester; 2010. [cited 2019 Oct 14]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3410615.

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

Council of Science Editors:

Daniels E. Fighting, loving, teaching| An exploration of hope, armed love and critical pedagogies in urban teachers' praxis. [Thesis]. University of Rochester; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3410615

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


University of Exeter

12. Reddy, Simon. A study of tutors' and students' perceptions and experiences of full-time college courses and apprenticeships in plumbing.

Degree: PhD, 2014, University of Exeter

 There has been an increasing amount of interest shown in vocational education and apprenticeships in the early twenty-first century by successive governments and other parties… (more)

Subjects/Keywords: 374; Apprenticeships; Further Education; Vocational Education and Training; Full-time preparatory training; Plumbing; NVQs and Competence; Teaching, assessment and learning; Vocational Pedagogy; Ethnographic snapshots; Ethnography; Work based learning; Continuity of curriculum; Apprenticeship policy analysis

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APA (6th Edition):

Reddy, S. (2014). A study of tutors' and students' perceptions and experiences of full-time college courses and apprenticeships in plumbing. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/15728

Chicago Manual of Style (16th Edition):

Reddy, Simon. “A study of tutors' and students' perceptions and experiences of full-time college courses and apprenticeships in plumbing.” 2014. Doctoral Dissertation, University of Exeter. Accessed October 14, 2019. http://hdl.handle.net/10871/15728.

MLA Handbook (7th Edition):

Reddy, Simon. “A study of tutors' and students' perceptions and experiences of full-time college courses and apprenticeships in plumbing.” 2014. Web. 14 Oct 2019.

Vancouver:

Reddy S. A study of tutors' and students' perceptions and experiences of full-time college courses and apprenticeships in plumbing. [Internet] [Doctoral dissertation]. University of Exeter; 2014. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10871/15728.

Council of Science Editors:

Reddy S. A study of tutors' and students' perceptions and experiences of full-time college courses and apprenticeships in plumbing. [Doctoral Dissertation]. University of Exeter; 2014. Available from: http://hdl.handle.net/10871/15728


University of Canterbury

13. Porter C. CORRELATION OF STRENGTH AND SWIM ERGOMETER PERFORMANCE WITH MAXIMAL SHORT COURSE SWIMMING.

Degree: 2018, University of Canterbury

 INTRODUCTION: Minimising drag and maximising propulsive force are key factors in competitive swimming performance, with explosive strength also important for start and turns. Identifying factors… (more)

Subjects/Keywords: TRAINING AND TESTING; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130210 - Physical Education and Development Curriculum and Pedagogy

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APA (6th Edition):

C, P. (2018). CORRELATION OF STRENGTH AND SWIM ERGOMETER PERFORMANCE WITH MAXIMAL SHORT COURSE SWIMMING. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/17298

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

Chicago Manual of Style (16th Edition):

C, Porter. “CORRELATION OF STRENGTH AND SWIM ERGOMETER PERFORMANCE WITH MAXIMAL SHORT COURSE SWIMMING.” 2018. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/17298.

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

MLA Handbook (7th Edition):

C, Porter. “CORRELATION OF STRENGTH AND SWIM ERGOMETER PERFORMANCE WITH MAXIMAL SHORT COURSE SWIMMING.” 2018. Web. 14 Oct 2019.

Vancouver:

C P. CORRELATION OF STRENGTH AND SWIM ERGOMETER PERFORMANCE WITH MAXIMAL SHORT COURSE SWIMMING. [Internet] [Thesis]. University of Canterbury; 2018. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/17298.

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

Council of Science Editors:

C P. CORRELATION OF STRENGTH AND SWIM ERGOMETER PERFORMANCE WITH MAXIMAL SHORT COURSE SWIMMING. [Thesis]. University of Canterbury; 2018. Available from: http://hdl.handle.net/10092/17298

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

14. Osterfelt, Courtney. Critical Dialogues| An Action Research Project and a Critical Pedagogy Professional Development Group for Public School Teachers in Peoples, AZ.

Degree: 2011, Prescott College

  Critical pedagogy is a liberatory praxis centered on social justice. The researcher believes that the use of critical pedagogy can transform students and communities… (more)

Subjects/Keywords: Education, Pedagogy; Education, Adult and Continuing; Education, Teacher Training; Education, Curriculum and Instruction

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APA (6th Edition):

Osterfelt, C. (2011). Critical Dialogues| An Action Research Project and a Critical Pedagogy Professional Development Group for Public School Teachers in Peoples, AZ. (Thesis). Prescott College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1494813

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

Chicago Manual of Style (16th Edition):

Osterfelt, Courtney. “Critical Dialogues| An Action Research Project and a Critical Pedagogy Professional Development Group for Public School Teachers in Peoples, AZ.” 2011. Thesis, Prescott College. Accessed October 14, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1494813.

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

MLA Handbook (7th Edition):

Osterfelt, Courtney. “Critical Dialogues| An Action Research Project and a Critical Pedagogy Professional Development Group for Public School Teachers in Peoples, AZ.” 2011. Web. 14 Oct 2019.

Vancouver:

Osterfelt C. Critical Dialogues| An Action Research Project and a Critical Pedagogy Professional Development Group for Public School Teachers in Peoples, AZ. [Internet] [Thesis]. Prescott College; 2011. [cited 2019 Oct 14]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1494813.

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

Council of Science Editors:

Osterfelt C. Critical Dialogues| An Action Research Project and a Critical Pedagogy Professional Development Group for Public School Teachers in Peoples, AZ. [Thesis]. Prescott College; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1494813

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


University of North Texas

15. Cason, Marti B. Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom.

Degree: 2018, University of North Texas

 This dissertation examines elementary teacher candidates' perceptions of hip-hop culture and utilizing hip-hop pedagogy in a mathematics classroom. This study demonstrates how elements of hip-hop… (more)

Subjects/Keywords: hip-hop pedagogy; hip-hop education; teacher candidate; pre-service teacher programs; elementary education; urban education; mathematics education; Education, Teacher Training; Education, Mathematics; Education, Curriculum and Instruction

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APA (6th Edition):

Cason, M. B. (2018). Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1248492/

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

Chicago Manual of Style (16th Edition):

Cason, Marti B. “Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom.” 2018. Thesis, University of North Texas. Accessed October 14, 2019. https://digital.library.unt.edu/ark:/67531/metadc1248492/.

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

MLA Handbook (7th Edition):

Cason, Marti B. “Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom.” 2018. Web. 14 Oct 2019.

Vancouver:

Cason MB. Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom. [Internet] [Thesis]. University of North Texas; 2018. [cited 2019 Oct 14]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248492/.

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

Council of Science Editors:

Cason MB. Elementary Teacher Candidate Perceptions of Hip-Hop Pedagogy in the Mathematics Classroom. [Thesis]. University of North Texas; 2018. Available from: https://digital.library.unt.edu/ark:/67531/metadc1248492/

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


University of Queensland

16. Wilson, Erin. Low-fidelity simulation for surgical training in gynaecology.

Degree: Faculty of Medicine, 2019, University of Queensland

Subjects/Keywords: Gynaecology; Surgery; Simulation; Surgical training; Medical education; Vocational training; Laparoscopic surgery; Behaviour change; Fidelity; 1114 Paediatrics and Reproductive Medicine; 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education

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APA (6th Edition):

Wilson, E. (2019). Low-fidelity simulation for surgical training in gynaecology. (Thesis). University of Queensland. Retrieved from https://espace.library.uq.edu.au/view/UQ:fa47dab/s4054800_phd_finalthesis.pdf ; https://espace.library.uq.edu.au/view/UQ:fa47dab

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

Chicago Manual of Style (16th Edition):

Wilson, Erin. “Low-fidelity simulation for surgical training in gynaecology.” 2019. Thesis, University of Queensland. Accessed October 14, 2019. https://espace.library.uq.edu.au/view/UQ:fa47dab/s4054800_phd_finalthesis.pdf ; https://espace.library.uq.edu.au/view/UQ:fa47dab.

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

MLA Handbook (7th Edition):

Wilson, Erin. “Low-fidelity simulation for surgical training in gynaecology.” 2019. Web. 14 Oct 2019.

Vancouver:

Wilson E. Low-fidelity simulation for surgical training in gynaecology. [Internet] [Thesis]. University of Queensland; 2019. [cited 2019 Oct 14]. Available from: https://espace.library.uq.edu.au/view/UQ:fa47dab/s4054800_phd_finalthesis.pdf ; https://espace.library.uq.edu.au/view/UQ:fa47dab.

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

Council of Science Editors:

Wilson E. Low-fidelity simulation for surgical training in gynaecology. [Thesis]. University of Queensland; 2019. Available from: https://espace.library.uq.edu.au/view/UQ:fa47dab/s4054800_phd_finalthesis.pdf ; https://espace.library.uq.edu.au/view/UQ:fa47dab

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


Central Queensland University

17. Allen, JM. The "theory-practice gap": Turning theory into practice in a pre-service teacher education program.

Degree: 2009, Central Queensland University

 This thesis investigates the theory-practice gap using the exemplar of teacher education. The research is situated in a pre-service teacher education program that explicitly seeks… (more)

Subjects/Keywords: Teacher education and training; Practicum; Regional; Theory-practice gap; Australia; 130199 Education Systems not elsewhere classified; 130299 Curriculum and Pedagogy not elsewhere classified

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APA (6th Edition):

Allen, J. (2009). The "theory-practice gap": Turning theory into practice in a pre-service teacher education program. (Thesis). Central Queensland University. Retrieved from http://hdl.cqu.edu.au/10018/50402

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

Chicago Manual of Style (16th Edition):

Allen, JM. “The "theory-practice gap": Turning theory into practice in a pre-service teacher education program.” 2009. Thesis, Central Queensland University. Accessed October 14, 2019. http://hdl.cqu.edu.au/10018/50402.

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

MLA Handbook (7th Edition):

Allen, JM. “The "theory-practice gap": Turning theory into practice in a pre-service teacher education program.” 2009. Web. 14 Oct 2019.

Vancouver:

Allen J. The "theory-practice gap": Turning theory into practice in a pre-service teacher education program. [Internet] [Thesis]. Central Queensland University; 2009. [cited 2019 Oct 14]. Available from: http://hdl.cqu.edu.au/10018/50402.

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

Council of Science Editors:

Allen J. The "theory-practice gap": Turning theory into practice in a pre-service teacher education program. [Thesis]. Central Queensland University; 2009. Available from: http://hdl.cqu.edu.au/10018/50402

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

18. Perez, Patricia G. Educators as adult learners creating sustainable community development through solicitude and care for the other : critical inquiry in Northern California and North East Thailand.

Degree: Doctor of Education (EdD), Leadership Studies, 2008, University of San Francisco

unavailable

Subjects/Keywords: Multicultural education; Northern California; Teacher training; Northeastern Thailand; Curriculum planning; Critical pedagogy; Education

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APA (6th Edition):

Perez, P. G. (2008). Educators as adult learners creating sustainable community development through solicitude and care for the other : critical inquiry in Northern California and North East Thailand. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/196

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

Chicago Manual of Style (16th Edition):

Perez, Patricia G. “Educators as adult learners creating sustainable community development through solicitude and care for the other : critical inquiry in Northern California and North East Thailand.” 2008. Thesis, University of San Francisco. Accessed October 14, 2019. https://repository.usfca.edu/diss/196.

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

MLA Handbook (7th Edition):

Perez, Patricia G. “Educators as adult learners creating sustainable community development through solicitude and care for the other : critical inquiry in Northern California and North East Thailand.” 2008. Web. 14 Oct 2019.

Vancouver:

Perez PG. Educators as adult learners creating sustainable community development through solicitude and care for the other : critical inquiry in Northern California and North East Thailand. [Internet] [Thesis]. University of San Francisco; 2008. [cited 2019 Oct 14]. Available from: https://repository.usfca.edu/diss/196.

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

Council of Science Editors:

Perez PG. Educators as adult learners creating sustainable community development through solicitude and care for the other : critical inquiry in Northern California and North East Thailand. [Thesis]. University of San Francisco; 2008. Available from: https://repository.usfca.edu/diss/196

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


University of Canterbury

19. Evison, D. Evaluation of DM-Tutor, an ITS for Training on Plantation Decision Making.

Degree: Computer Science and Software Engineering, 2011, University of Canterbury

 Over the years many Intelligent Tutoring Systems (ITSs) have been used successfully as teaching and training tools with proven results through evaluation studies. Even though… (more)

Subjects/Keywords: Intelligent tutoring systems; embedded ITSs; management information system; scenario-based training.; Field of Research::13 - Education::1303 - Specialist Studies in Education::130306 - Educational Technology and Computing; Field of Research::13 - Education::1302 - Curriculum and Pedagogy::130212 - Science, Technology and Engineering Curriculum and Pedagogy; Field of Research::07 - Agricultural and Veterinary Sciences::0705 - Forestry Sciences::070599 - Forestry Sciences not elsewhere classified

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APA (6th Edition):

Evison, D. (2011). Evaluation of DM-Tutor, an ITS for Training on Plantation Decision Making. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/6221

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

Chicago Manual of Style (16th Edition):

Evison, D. “Evaluation of DM-Tutor, an ITS for Training on Plantation Decision Making.” 2011. Thesis, University of Canterbury. Accessed October 14, 2019. http://hdl.handle.net/10092/6221.

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

MLA Handbook (7th Edition):

Evison, D. “Evaluation of DM-Tutor, an ITS for Training on Plantation Decision Making.” 2011. Web. 14 Oct 2019.

Vancouver:

Evison D. Evaluation of DM-Tutor, an ITS for Training on Plantation Decision Making. [Internet] [Thesis]. University of Canterbury; 2011. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10092/6221.

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

Council of Science Editors:

Evison D. Evaluation of DM-Tutor, an ITS for Training on Plantation Decision Making. [Thesis]. University of Canterbury; 2011. Available from: http://hdl.handle.net/10092/6221

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


Antioch University

20. Chase, Steve. Activist Training in the Academy: Developing a Master's Program in Environmental Advocacy and Organizing at Antioch New England Graduate School.

Degree: PhD, Antioch New England: Environmental Studies, 2006, Antioch University

 This curriculum action research study begins by raising the question of whether environmental studies programs within higher education should launch activist training programs for public… (more)

Subjects/Keywords: environmental advocacy; activist training; social movements; curriculum action research; master's curriculum; environmental studies; popular education; critical pedagogy; education for citizenship

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APA (6th Edition):

Chase, S. (2006). Activist Training in the Academy: Developing a Master's Program in Environmental Advocacy and Organizing at Antioch New England Graduate School. (Doctoral Dissertation). Antioch University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=antioch1163790650

Chicago Manual of Style (16th Edition):

Chase, Steve. “Activist Training in the Academy: Developing a Master's Program in Environmental Advocacy and Organizing at Antioch New England Graduate School.” 2006. Doctoral Dissertation, Antioch University. Accessed October 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1163790650.

MLA Handbook (7th Edition):

Chase, Steve. “Activist Training in the Academy: Developing a Master's Program in Environmental Advocacy and Organizing at Antioch New England Graduate School.” 2006. Web. 14 Oct 2019.

Vancouver:

Chase S. Activist Training in the Academy: Developing a Master's Program in Environmental Advocacy and Organizing at Antioch New England Graduate School. [Internet] [Doctoral dissertation]. Antioch University; 2006. [cited 2019 Oct 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1163790650.

Council of Science Editors:

Chase S. Activist Training in the Academy: Developing a Master's Program in Environmental Advocacy and Organizing at Antioch New England Graduate School. [Doctoral Dissertation]. Antioch University; 2006. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=antioch1163790650


University of Queensland

21. Forbes, Roma. Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills.

Degree: School of Health & Rehabilitation Sciences, 2017, University of Queensland

Subjects/Keywords: Physiotherapy; Physiotherapy curriculum; Patient education; Patient education training; Self-efficacy; 110317 Physiotherapy; 130209 Medicine, Nursing and Health Curriculum and Pedagogy

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APA (6th Edition):

Forbes, R. (2017). Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:698641

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

Chicago Manual of Style (16th Edition):

Forbes, Roma. “Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills.” 2017. Thesis, University of Queensland. Accessed October 14, 2019. http://espace.library.uq.edu.au/view/UQ:698641.

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

MLA Handbook (7th Edition):

Forbes, Roma. “Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills.” 2017. Web. 14 Oct 2019.

Vancouver:

Forbes R. Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills. [Internet] [Thesis]. University of Queensland; 2017. [cited 2019 Oct 14]. Available from: http://espace.library.uq.edu.au/view/UQ:698641.

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

Council of Science Editors:

Forbes R. Patient education best practice; enhancing physiotherapy students’ self-efficacy and skills. [Thesis]. University of Queensland; 2017. Available from: http://espace.library.uq.edu.au/view/UQ:698641

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


Liberty University

22. Snow, Victor. A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students.

Degree: 2017, Liberty University

 Teachers worldwide are adapting to meet educational needs caused by increased immigration. Germany has many immigrant students and ranks high in international education. This case… (more)

Subjects/Keywords: Culturally Relevant Pedagogy; Education in Germany; Multicultural Education; Preservice Teacher Training; Refugee and Immigrant Education; Teacher Experiences; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Snow, V. (2017). A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1511

Chicago Manual of Style (16th Edition):

Snow, Victor. “A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students.” 2017. Doctoral Dissertation, Liberty University. Accessed October 14, 2019. http://digitalcommons.liberty.edu/doctoral/1511.

MLA Handbook (7th Edition):

Snow, Victor. “A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students.” 2017. Web. 14 Oct 2019.

Vancouver:

Snow V. A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Oct 14]. Available from: http://digitalcommons.liberty.edu/doctoral/1511.

Council of Science Editors:

Snow V. A Case Study of English-Speaking Native-Born German Public School Educators’ Experiences With Refugee and Immigrant Students. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1511


Portland State University

23. Taylor, Rosalyn. The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: a Multiphase Mixed Methods Case Study.

Degree: Doctor of Education (EdD) in Educational Leadership: Curriculum and Instruction, Curriculum & Instruction, 2018, Portland State University

  The dramatic demographic shift occurring in this country makes it essential that our nation examines its policies, practices, and values as they relate to… (more)

Subjects/Keywords: High school teachers  – Training of; High school teachers  – Attitudes; Culturally relevant pedagogy  – Study and teaching; Secondary education  – Curricula; Educational equalization; Social justice and education; Urban education; Multicultural education  – Study and teaching; Curriculum and Instruction; Educational Leadership; Secondary Education

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APA (6th Edition):

Taylor, R. (2018). The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: a Multiphase Mixed Methods Case Study. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/4255

Chicago Manual of Style (16th Edition):

Taylor, Rosalyn. “The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: a Multiphase Mixed Methods Case Study.” 2018. Doctoral Dissertation, Portland State University. Accessed October 14, 2019. https://pdxscholar.library.pdx.edu/open_access_etds/4255.

MLA Handbook (7th Edition):

Taylor, Rosalyn. “The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: a Multiphase Mixed Methods Case Study.” 2018. Web. 14 Oct 2019.

Vancouver:

Taylor R. The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: a Multiphase Mixed Methods Case Study. [Internet] [Doctoral dissertation]. Portland State University; 2018. [cited 2019 Oct 14]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4255.

Council of Science Editors:

Taylor R. The Role of Culturally Responsive Pedagogy in the Preparation of Secondary Teacher Candidates for Successful Teaching of Diverse Learners: a Multiphase Mixed Methods Case Study. [Doctoral Dissertation]. Portland State University; 2018. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/4255

24. Evelin Oliveira de Rezende. Formação de professores e a interveniência das diretrizes curriculares nacionais da pedagogia para educação especial.

Degree: 2013, Universidade Federal de São Carlos

 A presente pesquisa tem como objeto de estudo a temática da formação inicial de Pedagogos. Objetivou investigar qual concepção os graduandos do último ano de… (more)

Subjects/Keywords: EDUCACAO ESPECIAL; Curso de pedagogia; Diretrizes curriculares nacionais da pedagogia; Curso de pedagogia; Professores - formação inicial; Educação especial; Special education; Pedagogy of the national curriculum guidelines; Pedagogy courses; Initial teaching training

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APA (6th Edition):

Rezende, E. O. d. (2013). Formação de professores e a interveniência das diretrizes curriculares nacionais da pedagogia para educação especial. (Thesis). Universidade Federal de São Carlos. Retrieved from http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6972

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

Chicago Manual of Style (16th Edition):

Rezende, Evelin Oliveira de. “Formação de professores e a interveniência das diretrizes curriculares nacionais da pedagogia para educação especial.” 2013. Thesis, Universidade Federal de São Carlos. Accessed October 14, 2019. http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6972.

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

MLA Handbook (7th Edition):

Rezende, Evelin Oliveira de. “Formação de professores e a interveniência das diretrizes curriculares nacionais da pedagogia para educação especial.” 2013. Web. 14 Oct 2019.

Vancouver:

Rezende EOd. Formação de professores e a interveniência das diretrizes curriculares nacionais da pedagogia para educação especial. [Internet] [Thesis]. Universidade Federal de São Carlos; 2013. [cited 2019 Oct 14]. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6972.

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

Council of Science Editors:

Rezende EOd. Formação de professores e a interveniência das diretrizes curriculares nacionais da pedagogia para educação especial. [Thesis]. Universidade Federal de São Carlos; 2013. Available from: http://www.bdtd.ufscar.br/htdocs/tedeSimplificado//tde_busca/arquivo.php?codArquivo=6972

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


University of South Africa

25. Kraines, Ze'ev. The management of pedagogic change in contemporary orthodox Jewish schooling .

Degree: 2009, University of South Africa

 The study investigated how a pedagogic change process is managed by the divergent Haredi and Modern Orthodox streams of Orthodox Jewish schooling. Its literature study… (more)

Subjects/Keywords: Teacher Training; Qualitative research; Pedagogy; Jewish pedagogy; Jewish education; Haskalah; Empirical investigation; Educational technology; Curriculum; Bible as literature

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APA (6th Edition):

Kraines, Z. (2009). The management of pedagogic change in contemporary orthodox Jewish schooling . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/1666

Chicago Manual of Style (16th Edition):

Kraines, Ze'ev. “The management of pedagogic change in contemporary orthodox Jewish schooling .” 2009. Masters Thesis, University of South Africa. Accessed October 14, 2019. http://hdl.handle.net/10500/1666.

MLA Handbook (7th Edition):

Kraines, Ze'ev. “The management of pedagogic change in contemporary orthodox Jewish schooling .” 2009. Web. 14 Oct 2019.

Vancouver:

Kraines Z. The management of pedagogic change in contemporary orthodox Jewish schooling . [Internet] [Masters thesis]. University of South Africa; 2009. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10500/1666.

Council of Science Editors:

Kraines Z. The management of pedagogic change in contemporary orthodox Jewish schooling . [Masters Thesis]. University of South Africa; 2009. Available from: http://hdl.handle.net/10500/1666


University of Queensland

26. Shelley, Karen Lea. Shaken or Stirred? Considering the usefulness of critical pedagogy in preparing teachers to implement socio-critical health education.

Degree: School of Human Movement and Nutrition Sciences, 2018, University of Queensland

Subjects/Keywords: Health education; Sociocultural; Socio-critical; Critical pedagogy; Health and physical education teacher training; Threshold concepts; Social justice pedagogy; Rhizome; 1302 Curriculum and Pedagogy; 1303 Specialist Studies in Education

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APA (6th Edition):

Shelley, K. L. (2018). Shaken or Stirred? Considering the usefulness of critical pedagogy in preparing teachers to implement socio-critical health education. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:722715

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

Chicago Manual of Style (16th Edition):

Shelley, Karen Lea. “Shaken or Stirred? Considering the usefulness of critical pedagogy in preparing teachers to implement socio-critical health education.” 2018. Thesis, University of Queensland. Accessed October 14, 2019. http://espace.library.uq.edu.au/view/UQ:722715.

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

MLA Handbook (7th Edition):

Shelley, Karen Lea. “Shaken or Stirred? Considering the usefulness of critical pedagogy in preparing teachers to implement socio-critical health education.” 2018. Web. 14 Oct 2019.

Vancouver:

Shelley KL. Shaken or Stirred? Considering the usefulness of critical pedagogy in preparing teachers to implement socio-critical health education. [Internet] [Thesis]. University of Queensland; 2018. [cited 2019 Oct 14]. Available from: http://espace.library.uq.edu.au/view/UQ:722715.

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

Council of Science Editors:

Shelley KL. Shaken or Stirred? Considering the usefulness of critical pedagogy in preparing teachers to implement socio-critical health education. [Thesis]. University of Queensland; 2018. Available from: http://espace.library.uq.edu.au/view/UQ:722715

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

27. Shulsky, Debra. The Architecture of a [s]ocial [e]ducation: A Self- Study in Building a [s]ocial [e]ducation Experience.

Degree: Curriculum and Instruction, Department of, 2010, University of Houston

 As architects of our curricula, teacher educators need access to architectural digests that catalogue ways in which we can create content specific methods courses that… (more)

Subjects/Keywords: social studies; self-study; curriculum; teacher education; critical education; Social science teachers – Training of; Critical pedagogy; Education – Philosophy

…5 Pouring the Foundation: From Social Education to a [s]ocial [e]… …Foundations of Freedom: An Education in Being… …35 Critical Pedagogy: An Awakening to Educational Spaces… …39 The Space of the Curriculum… …61 Summary of Critical Pedagogy Literature… 

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

APA (6th Edition):

Shulsky, D. (2010). The Architecture of a [s]ocial [e]ducation: A Self- Study in Building a [s]ocial [e]ducation Experience. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/ETD-UH-2010-12-87

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

Chicago Manual of Style (16th Edition):

Shulsky, Debra. “The Architecture of a [s]ocial [e]ducation: A Self- Study in Building a [s]ocial [e]ducation Experience.” 2010. Thesis, University of Houston. Accessed October 14, 2019. http://hdl.handle.net/10657/ETD-UH-2010-12-87.

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

MLA Handbook (7th Edition):

Shulsky, Debra. “The Architecture of a [s]ocial [e]ducation: A Self- Study in Building a [s]ocial [e]ducation Experience.” 2010. Web. 14 Oct 2019.

Vancouver:

Shulsky D. The Architecture of a [s]ocial [e]ducation: A Self- Study in Building a [s]ocial [e]ducation Experience. [Internet] [Thesis]. University of Houston; 2010. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/10657/ETD-UH-2010-12-87.

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

Council of Science Editors:

Shulsky D. The Architecture of a [s]ocial [e]ducation: A Self- Study in Building a [s]ocial [e]ducation Experience. [Thesis]. University of Houston; 2010. Available from: http://hdl.handle.net/10657/ETD-UH-2010-12-87

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

28. Ghali, Marcos. FACTORS UNDERLYING COUNSELOR EDUCATORS’ PERSPECTIVES ON SPIRITUAL ISSUES IN COUNSELING IN NON-FAITH-BASED CACREP-ACCREDITED TRAINING PROGRAMS.

Degree: PhD, College and Graduate School of Education, Health and Human Services / School of Lifespan Development and Educational Sciences, 2016, Kent State University

 The purpose of this study was to gain understanding into possible factors that may influence faculty decisions whether to address issues of spirituality in counselor… (more)

Subjects/Keywords: Counseling Education; Curriculum Development; Religion; Spirituality; Pedagogy; counseling; counselor education; counselor training; pedagogy; faculty; counseling trainees; CACREP; spirituality; religion; non-faith

…x28;2010) developed the Spiritual Competency Scale (SCS) against which training… …programs can measure spiritual training outcomes by measuring the level of trainees’ spiritual… …ethically appropriate, and potentially significant topics for counseling and counselor education… …preliminary spiritual competencies needed for counselor training and practice (G. Miller, 1999… …process and mechanics of integrating S/R into counselor training. These competencies serve as a… 

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

APA (6th Edition):

Ghali, M. (2016). FACTORS UNDERLYING COUNSELOR EDUCATORS’ PERSPECTIVES ON SPIRITUAL ISSUES IN COUNSELING IN NON-FAITH-BASED CACREP-ACCREDITED TRAINING PROGRAMS. (Doctoral Dissertation). Kent State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=kent1453387418

Chicago Manual of Style (16th Edition):

Ghali, Marcos. “FACTORS UNDERLYING COUNSELOR EDUCATORS’ PERSPECTIVES ON SPIRITUAL ISSUES IN COUNSELING IN NON-FAITH-BASED CACREP-ACCREDITED TRAINING PROGRAMS.” 2016. Doctoral Dissertation, Kent State University. Accessed October 14, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1453387418.

MLA Handbook (7th Edition):

Ghali, Marcos. “FACTORS UNDERLYING COUNSELOR EDUCATORS’ PERSPECTIVES ON SPIRITUAL ISSUES IN COUNSELING IN NON-FAITH-BASED CACREP-ACCREDITED TRAINING PROGRAMS.” 2016. Web. 14 Oct 2019.

Vancouver:

Ghali M. FACTORS UNDERLYING COUNSELOR EDUCATORS’ PERSPECTIVES ON SPIRITUAL ISSUES IN COUNSELING IN NON-FAITH-BASED CACREP-ACCREDITED TRAINING PROGRAMS. [Internet] [Doctoral dissertation]. Kent State University; 2016. [cited 2019 Oct 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1453387418.

Council of Science Editors:

Ghali M. FACTORS UNDERLYING COUNSELOR EDUCATORS’ PERSPECTIVES ON SPIRITUAL ISSUES IN COUNSELING IN NON-FAITH-BASED CACREP-ACCREDITED TRAINING PROGRAMS. [Doctoral Dissertation]. Kent State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=kent1453387418


University of Queensland

29. Duncan, Barry James. An analysis of the primary teacher education of the Sisters of Mercy, the Christian Brothers, and their lay teachers in Queensland from 1859 to 1979.

Degree: Graduate School of Education, 1984, University of Queensland

Subjects/Keywords: Christian Brothers, Irish  – Queensland; Sisters of Mercy  – Queensland; Elementary school teachers  – Training of  – Queensland; 1301 Education Systems; 130211 Religion Curriculum and Pedagogy

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

APA (6th Edition):

Duncan, B. J. (1984). An analysis of the primary teacher education of the Sisters of Mercy, the Christian Brothers, and their lay teachers in Queensland from 1859 to 1979. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:185518

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

Chicago Manual of Style (16th Edition):

Duncan, Barry James. “An analysis of the primary teacher education of the Sisters of Mercy, the Christian Brothers, and their lay teachers in Queensland from 1859 to 1979.” 1984. Thesis, University of Queensland. Accessed October 14, 2019. http://espace.library.uq.edu.au/view/UQ:185518.

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

MLA Handbook (7th Edition):

Duncan, Barry James. “An analysis of the primary teacher education of the Sisters of Mercy, the Christian Brothers, and their lay teachers in Queensland from 1859 to 1979.” 1984. Web. 14 Oct 2019.

Vancouver:

Duncan BJ. An analysis of the primary teacher education of the Sisters of Mercy, the Christian Brothers, and their lay teachers in Queensland from 1859 to 1979. [Internet] [Thesis]. University of Queensland; 1984. [cited 2019 Oct 14]. Available from: http://espace.library.uq.edu.au/view/UQ:185518.

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

Council of Science Editors:

Duncan BJ. An analysis of the primary teacher education of the Sisters of Mercy, the Christian Brothers, and their lay teachers in Queensland from 1859 to 1979. [Thesis]. University of Queensland; 1984. Available from: http://espace.library.uq.edu.au/view/UQ:185518

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


University of Toronto

30. Freitas, Danielle Coelho Michel. Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning.

Degree: 2013, University of Toronto

Despite a growing body of research on trainee teachers’ learning during pre-service programs, intensive introductory TESL training courses are still designed to instruct a “standard”… (more)

Subjects/Keywords: Learning to teach English; TESL; TEFL; TESOL; pre-service; trainee teacher; teacher training; teacher education; ESL; second language teacher eduation; previous learning experiences and beliefs; previous teaching experiences; sociocultural theory; identity negotiation; interpersonal space; holistic orientation to curriculum; practicum; transformative pedagogy; case study; teacher learning; EFL; teacher trainer; English language teachers; English language teaching; ELT; TESL Canada; 0530; 0515

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

APA (6th Edition):

Freitas, D. C. M. (2013). Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/35101

Chicago Manual of Style (16th Edition):

Freitas, Danielle Coelho Michel. “Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning.” 2013. Masters Thesis, University of Toronto. Accessed October 14, 2019. http://hdl.handle.net/1807/35101.

MLA Handbook (7th Edition):

Freitas, Danielle Coelho Michel. “Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning.” 2013. Web. 14 Oct 2019.

Vancouver:

Freitas DCM. Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Oct 14]. Available from: http://hdl.handle.net/1807/35101.

Council of Science Editors:

Freitas DCM. Learning to Teach in an Intensive Introductory TESL Training Course: A Case Study of English Teacher Learning. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/35101

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