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You searched for subject:(21st Century Community Learning Centers Program U S ). Showing records 1 – 30 of 117384 total matches.

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University of Missouri – Columbia

1. Leeker, Richard B. Analyzing the impact of regular participation from at-risk students enrolled in a 21st century community learning center after-school tutoring program.

Degree: 2017, University of Missouri – Columbia

 The purpose of this quantitative study was to analyze the impact of regular participation from atrisk students enrolled in a 21st Century Community Learning Center… (more)

Subjects/Keywords: 21st Century Community Learning Centers Program (U.S.); Tutors and tutoring; Academic achievement

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APA (6th Edition):

Leeker, R. B. (2017). Analyzing the impact of regular participation from at-risk students enrolled in a 21st century community learning center after-school tutoring program. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/61950

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):

Leeker, Richard B. “Analyzing the impact of regular participation from at-risk students enrolled in a 21st century community learning center after-school tutoring program.” 2017. Thesis, University of Missouri – Columbia. Accessed November 20, 2019. http://hdl.handle.net/10355/61950.

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

MLA Handbook (7th Edition):

Leeker, Richard B. “Analyzing the impact of regular participation from at-risk students enrolled in a 21st century community learning center after-school tutoring program.” 2017. Web. 20 Nov 2019.

Vancouver:

Leeker RB. Analyzing the impact of regular participation from at-risk students enrolled in a 21st century community learning center after-school tutoring program. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10355/61950.

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

Council of Science Editors:

Leeker RB. Analyzing the impact of regular participation from at-risk students enrolled in a 21st century community learning center after-school tutoring program. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/61950

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

2. Scarpati, Jennifer. Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?.

Degree: PhD, 2017, University of New Hampshire

  In America, millions of children are living in poverty and/or attending high poverty schools. These students, on average, score lower on assessments of math… (more)

Subjects/Keywords: 21st Century Community Learning Centers; After School Programs; at-risk; elementary; poverty; urban; Elementary education; Educational sociology; Education policy

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APA (6th Edition):

Scarpati, J. (2017). Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?. (Doctoral Dissertation). University of New Hampshire. Retrieved from https://scholars.unh.edu/dissertation/148

Chicago Manual of Style (16th Edition):

Scarpati, Jennifer. “Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?.” 2017. Doctoral Dissertation, University of New Hampshire. Accessed November 20, 2019. https://scholars.unh.edu/dissertation/148.

MLA Handbook (7th Edition):

Scarpati, Jennifer. “Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?.” 2017. Web. 20 Nov 2019.

Vancouver:

Scarpati J. Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?. [Internet] [Doctoral dissertation]. University of New Hampshire; 2017. [cited 2019 Nov 20]. Available from: https://scholars.unh.edu/dissertation/148.

Council of Science Editors:

Scarpati J. Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?. [Doctoral Dissertation]. University of New Hampshire; 2017. Available from: https://scholars.unh.edu/dissertation/148


UCLA

3. Perrenoud, Michelle Renee. Attracting and Retaining Middle School Youth Participants in Afterschool Expanded Learning Programs: A Descriptive Case Study.

Degree: Education, 2015, UCLA

 The purpose of this study was to address the problem of low attendance and growing attrition of middle school students participating in afterschool programs. This… (more)

Subjects/Keywords: Education; 21st Century Community Learning Centers (21st CCLC); Afterschool Programs; After School Safety and Enrichment (ASES); Expanded Learning; Middle School Adolescents; Youth Development and Matterness

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APA (6th Edition):

Perrenoud, M. R. (2015). Attracting and Retaining Middle School Youth Participants in Afterschool Expanded Learning Programs: A Descriptive Case Study. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/43n287qr

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):

Perrenoud, Michelle Renee. “Attracting and Retaining Middle School Youth Participants in Afterschool Expanded Learning Programs: A Descriptive Case Study.” 2015. Thesis, UCLA. Accessed November 20, 2019. http://www.escholarship.org/uc/item/43n287qr.

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

MLA Handbook (7th Edition):

Perrenoud, Michelle Renee. “Attracting and Retaining Middle School Youth Participants in Afterschool Expanded Learning Programs: A Descriptive Case Study.” 2015. Web. 20 Nov 2019.

Vancouver:

Perrenoud MR. Attracting and Retaining Middle School Youth Participants in Afterschool Expanded Learning Programs: A Descriptive Case Study. [Internet] [Thesis]. UCLA; 2015. [cited 2019 Nov 20]. Available from: http://www.escholarship.org/uc/item/43n287qr.

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

Council of Science Editors:

Perrenoud MR. Attracting and Retaining Middle School Youth Participants in Afterschool Expanded Learning Programs: A Descriptive Case Study. [Thesis]. UCLA; 2015. Available from: http://www.escholarship.org/uc/item/43n287qr

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


University of Utah

4. Lang, Joe Max. Twenty-first century community learning centers' teacher perspectives on the academic achievement of students with disabilities.

Degree: PhD, Special Education, 2012, University of Utah

 The purpose of this study was to examine the relationship between days and hours of supplementary reading and math instruction provided to students with disabilities… (more)

Subjects/Keywords: Twenty-First Century Community Learning Centers

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APA (6th Edition):

Lang, J. M. (2012). Twenty-first century community learning centers' teacher perspectives on the academic achievement of students with disabilities. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/1916/rec/2802

Chicago Manual of Style (16th Edition):

Lang, Joe Max. “Twenty-first century community learning centers' teacher perspectives on the academic achievement of students with disabilities.” 2012. Doctoral Dissertation, University of Utah. Accessed November 20, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/1916/rec/2802.

MLA Handbook (7th Edition):

Lang, Joe Max. “Twenty-first century community learning centers' teacher perspectives on the academic achievement of students with disabilities.” 2012. Web. 20 Nov 2019.

Vancouver:

Lang JM. Twenty-first century community learning centers' teacher perspectives on the academic achievement of students with disabilities. [Internet] [Doctoral dissertation]. University of Utah; 2012. [cited 2019 Nov 20]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/1916/rec/2802.

Council of Science Editors:

Lang JM. Twenty-first century community learning centers' teacher perspectives on the academic achievement of students with disabilities. [Doctoral Dissertation]. University of Utah; 2012. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/1916/rec/2802


Liberty University

5. Franklin, Constance. Effects of the Afterschool Program on Student Achievement of Students with Disabilities in a Rural Georgia Middle School.

Degree: 2017, Liberty University

 The purpose of this quantitative nonexperimental causal comparative research study is to determine if there is a statistically significant difference in reading and math achievement… (more)

Subjects/Keywords: 21st Century Community Learning Centers; Afterschool Programs; Georgia CRCT; Students With Disabilities; Curriculum and Instruction; Education; Educational Administration and Supervision; Educational Assessment, Evaluation, and Research; Educational Methods; Other Education

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

APA (6th Edition):

Franklin, C. (2017). Effects of the Afterschool Program on Student Achievement of Students with Disabilities in a Rural Georgia Middle School. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1500

Chicago Manual of Style (16th Edition):

Franklin, Constance. “Effects of the Afterschool Program on Student Achievement of Students with Disabilities in a Rural Georgia Middle School.” 2017. Doctoral Dissertation, Liberty University. Accessed November 20, 2019. http://digitalcommons.liberty.edu/doctoral/1500.

MLA Handbook (7th Edition):

Franklin, Constance. “Effects of the Afterschool Program on Student Achievement of Students with Disabilities in a Rural Georgia Middle School.” 2017. Web. 20 Nov 2019.

Vancouver:

Franklin C. Effects of the Afterschool Program on Student Achievement of Students with Disabilities in a Rural Georgia Middle School. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Nov 20]. Available from: http://digitalcommons.liberty.edu/doctoral/1500.

Council of Science Editors:

Franklin C. Effects of the Afterschool Program on Student Achievement of Students with Disabilities in a Rural Georgia Middle School. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1500


University of Southern California

6. Truby, David C., Jr. Emerging practices for a changing world: a case study of 21st century learning.

Degree: EdD, Education, 2012, University of Southern California

 As companies have adapted to the demands and opportunities of the 21st century, educators and businessmen alike have expressed a concern that children in the… (more)

Subjects/Keywords: K-12 education; partnership for 21st century skills; P21; globalization; critical thinking; creativity; community; collaboration; 21st century learning

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APA (6th Edition):

Truby, David C., J. (2012). Emerging practices for a changing world: a case study of 21st century learning. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/39475/rec/2304

Chicago Manual of Style (16th Edition):

Truby, David C., Jr. “Emerging practices for a changing world: a case study of 21st century learning.” 2012. Doctoral Dissertation, University of Southern California. Accessed November 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/39475/rec/2304.

MLA Handbook (7th Edition):

Truby, David C., Jr. “Emerging practices for a changing world: a case study of 21st century learning.” 2012. Web. 20 Nov 2019.

Vancouver:

Truby, David C. J. Emerging practices for a changing world: a case study of 21st century learning. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2019 Nov 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/39475/rec/2304.

Council of Science Editors:

Truby, David C. J. Emerging practices for a changing world: a case study of 21st century learning. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/39475/rec/2304


University of Southern California

7. Herman, Jeanne A. A case study: using the lessons of the Holocaust to promote student learning in higher education.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 The Holocaust, which occurred at the hands of the Nazi regime from 1933 to 1945 is the term used to describe the systematic torture and… (more)

Subjects/Keywords: Holocaust; student learning; 21st century

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APA (6th Edition):

Herman, J. A. (2015). A case study: using the lessons of the Holocaust to promote student learning in higher education. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533577/rec/97

Chicago Manual of Style (16th Edition):

Herman, Jeanne A. “A case study: using the lessons of the Holocaust to promote student learning in higher education.” 2015. Doctoral Dissertation, University of Southern California. Accessed November 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533577/rec/97.

MLA Handbook (7th Edition):

Herman, Jeanne A. “A case study: using the lessons of the Holocaust to promote student learning in higher education.” 2015. Web. 20 Nov 2019.

Vancouver:

Herman JA. A case study: using the lessons of the Holocaust to promote student learning in higher education. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Nov 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533577/rec/97.

Council of Science Editors:

Herman JA. A case study: using the lessons of the Holocaust to promote student learning in higher education. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/533577/rec/97


University of Waikato

8. Hawthorne, Rachel. Youth perceptions and practices of leadership: The influence of structured leadership development programmes in a community context .

Degree: 2014, University of Waikato

 There has been much research focused on adult conceptions and experiences of leadership and its impact on both individuals and organisations. What has not been… (more)

Subjects/Keywords: youth leadership; community partnerships; leadership development programmes; social justice; 21st century learning; youth perceptions

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

APA (6th Edition):

Hawthorne, R. (2014). Youth perceptions and practices of leadership: The influence of structured leadership development programmes in a community context . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8703

Chicago Manual of Style (16th Edition):

Hawthorne, Rachel. “Youth perceptions and practices of leadership: The influence of structured leadership development programmes in a community context .” 2014. Masters Thesis, University of Waikato. Accessed November 20, 2019. http://hdl.handle.net/10289/8703.

MLA Handbook (7th Edition):

Hawthorne, Rachel. “Youth perceptions and practices of leadership: The influence of structured leadership development programmes in a community context .” 2014. Web. 20 Nov 2019.

Vancouver:

Hawthorne R. Youth perceptions and practices of leadership: The influence of structured leadership development programmes in a community context . [Internet] [Masters thesis]. University of Waikato; 2014. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10289/8703.

Council of Science Editors:

Hawthorne R. Youth perceptions and practices of leadership: The influence of structured leadership development programmes in a community context . [Masters Thesis]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/8703

9. McKinney, Alicia Jane. Not in Any Textbook: Contextualizing Learning for Elementary Students Using Experiential Simulations.

Degree: PhD, Curriculum and Instruction, 2014, U of Denver

  This study investigated how the AmeriTowne program supported learning and incorporated 21st century knowledge and skills development for fifth graders through the use of… (more)

Subjects/Keywords: 21st century knowledge and skills development; AmeriTowne program; Constructivism; Contextualized learning; Experiential simulations; Situated learning; Education; Educational Methods; Elementary Education

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APA (6th Edition):

McKinney, A. J. (2014). Not in Any Textbook: Contextualizing Learning for Elementary Students Using Experiential Simulations. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/421

Chicago Manual of Style (16th Edition):

McKinney, Alicia Jane. “Not in Any Textbook: Contextualizing Learning for Elementary Students Using Experiential Simulations.” 2014. Doctoral Dissertation, U of Denver. Accessed November 20, 2019. https://digitalcommons.du.edu/etd/421.

MLA Handbook (7th Edition):

McKinney, Alicia Jane. “Not in Any Textbook: Contextualizing Learning for Elementary Students Using Experiential Simulations.” 2014. Web. 20 Nov 2019.

Vancouver:

McKinney AJ. Not in Any Textbook: Contextualizing Learning for Elementary Students Using Experiential Simulations. [Internet] [Doctoral dissertation]. U of Denver; 2014. [cited 2019 Nov 20]. Available from: https://digitalcommons.du.edu/etd/421.

Council of Science Editors:

McKinney AJ. Not in Any Textbook: Contextualizing Learning for Elementary Students Using Experiential Simulations. [Doctoral Dissertation]. U of Denver; 2014. Available from: https://digitalcommons.du.edu/etd/421


University of Victoria

10. Hlady, Karen J. Alternative education in the 21st century: voices from Vancouver Island.: Alternative education in the twenty-first century.

Degree: Dept. of Educational Psychology and Leadership Studies, 2013, University of Victoria

 The purpose of this study was to explore paradigms, policies and practices governing alternative education in Central Vancouver Island. I sought whether current alternative education… (more)

Subjects/Keywords: alternative education; alternative school; alternative program; alternative student; educational philosophy; evaluation; 21st century learning; Vancouver Island

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APA (6th Edition):

Hlady, K. J. (2013). Alternative education in the 21st century: voices from Vancouver Island.: Alternative education in the twenty-first century. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4425

Chicago Manual of Style (16th Edition):

Hlady, Karen J. “Alternative education in the 21st century: voices from Vancouver Island.: Alternative education in the twenty-first century.” 2013. Masters Thesis, University of Victoria. Accessed November 20, 2019. http://hdl.handle.net/1828/4425.

MLA Handbook (7th Edition):

Hlady, Karen J. “Alternative education in the 21st century: voices from Vancouver Island.: Alternative education in the twenty-first century.” 2013. Web. 20 Nov 2019.

Vancouver:

Hlady KJ. Alternative education in the 21st century: voices from Vancouver Island.: Alternative education in the twenty-first century. [Internet] [Masters thesis]. University of Victoria; 2013. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1828/4425.

Council of Science Editors:

Hlady KJ. Alternative education in the 21st century: voices from Vancouver Island.: Alternative education in the twenty-first century. [Masters Thesis]. University of Victoria; 2013. Available from: http://hdl.handle.net/1828/4425


University of Georgia

11. Berens, Michael Ryan. Change at the top: headmasters' perspectives on technology integration and independent school leadership.

Degree: EdD, Educational Leadership, 2015, University of Georgia

 Given the current educational climate regarding the use of technology in schools, the purpose of this study was to discover the perspectives of four headmasters… (more)

Subjects/Keywords: 21st Century learning and leadership for headmasters

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APA (6th Edition):

Berens, M. R. (2015). Change at the top: headmasters' perspectives on technology integration and independent school leadership. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/berens_michael_r_201505_edd

Chicago Manual of Style (16th Edition):

Berens, Michael Ryan. “Change at the top: headmasters' perspectives on technology integration and independent school leadership.” 2015. Doctoral Dissertation, University of Georgia. Accessed November 20, 2019. http://purl.galileo.usg.edu/uga_etd/berens_michael_r_201505_edd.

MLA Handbook (7th Edition):

Berens, Michael Ryan. “Change at the top: headmasters' perspectives on technology integration and independent school leadership.” 2015. Web. 20 Nov 2019.

Vancouver:

Berens MR. Change at the top: headmasters' perspectives on technology integration and independent school leadership. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2019 Nov 20]. Available from: http://purl.galileo.usg.edu/uga_etd/berens_michael_r_201505_edd.

Council of Science Editors:

Berens MR. Change at the top: headmasters' perspectives on technology integration and independent school leadership. [Doctoral Dissertation]. University of Georgia; 2015. Available from: http://purl.galileo.usg.edu/uga_etd/berens_michael_r_201505_edd


University of Cape Town

12. Mabaso, Bongani A. Twenty-first century skills development in rural school learners.

Degree: Image, Research of GSB, 2017, University of Cape Town

 The aim of this study is to explore the relationship between connected learning environments and rural learners' development of 21st century skills. The driving question… (more)

Subjects/Keywords: connected learning; rural education; 21st century skills

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APA (6th Edition):

Mabaso, B. A. (2017). Twenty-first century skills development in rural school learners. (Thesis). University of Cape Town. Retrieved from http://hdl.handle.net/11427/25645

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):

Mabaso, Bongani A. “Twenty-first century skills development in rural school learners.” 2017. Thesis, University of Cape Town. Accessed November 20, 2019. http://hdl.handle.net/11427/25645.

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

MLA Handbook (7th Edition):

Mabaso, Bongani A. “Twenty-first century skills development in rural school learners.” 2017. Web. 20 Nov 2019.

Vancouver:

Mabaso BA. Twenty-first century skills development in rural school learners. [Internet] [Thesis]. University of Cape Town; 2017. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11427/25645.

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

Council of Science Editors:

Mabaso BA. Twenty-first century skills development in rural school learners. [Thesis]. University of Cape Town; 2017. Available from: http://hdl.handle.net/11427/25645

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


Liberty University

13. Stegall, Rhonda. A Case Study of Job-embedded Professional Development for Implementation of 21st Century Skills.

Degree: 2017, Liberty University

 The purpose of this collective case study was to understand the successes, challenges, and lessons learned when secondary school administrators implement job-embedded professional development to… (more)

Subjects/Keywords: 21st Century Skills or Education; Job-Embedded Professional Development; Professional Learning Community; School Leadership; Secondary Schools; Teacher Professional Development

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APA (6th Edition):

Stegall, R. (2017). A Case Study of Job-embedded Professional Development for Implementation of 21st Century Skills. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1603

Chicago Manual of Style (16th Edition):

Stegall, Rhonda. “A Case Study of Job-embedded Professional Development for Implementation of 21st Century Skills.” 2017. Doctoral Dissertation, Liberty University. Accessed November 20, 2019. http://digitalcommons.liberty.edu/doctoral/1603.

MLA Handbook (7th Edition):

Stegall, Rhonda. “A Case Study of Job-embedded Professional Development for Implementation of 21st Century Skills.” 2017. Web. 20 Nov 2019.

Vancouver:

Stegall R. A Case Study of Job-embedded Professional Development for Implementation of 21st Century Skills. [Internet] [Doctoral dissertation]. Liberty University; 2017. [cited 2019 Nov 20]. Available from: http://digitalcommons.liberty.edu/doctoral/1603.

Council of Science Editors:

Stegall R. A Case Study of Job-embedded Professional Development for Implementation of 21st Century Skills. [Doctoral Dissertation]. Liberty University; 2017. Available from: http://digitalcommons.liberty.edu/doctoral/1603


Duquesne University

14. Pazin, Bonnie. Bringing the Real World into the Classroom: Career Change Business Educators and the Pedagogies of Engagement.

Degree: EdD, Instructional Leadership Excellence (ILEAD), 2009, Duquesne University

 The purpose of this qualitative study was to investigate the influences of prior work experience in the classroom of career change secondary business educators. The… (more)

Subjects/Keywords: 21st Century Learning; 21st Century Skills; Business Education; Career change educators; Technology

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APA (6th Edition):

Pazin, B. (2009). Bringing the Real World into the Classroom: Career Change Business Educators and the Pedagogies of Engagement. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/1030

Chicago Manual of Style (16th Edition):

Pazin, Bonnie. “Bringing the Real World into the Classroom: Career Change Business Educators and the Pedagogies of Engagement.” 2009. Doctoral Dissertation, Duquesne University. Accessed November 20, 2019. https://dsc.duq.edu/etd/1030.

MLA Handbook (7th Edition):

Pazin, Bonnie. “Bringing the Real World into the Classroom: Career Change Business Educators and the Pedagogies of Engagement.” 2009. Web. 20 Nov 2019.

Vancouver:

Pazin B. Bringing the Real World into the Classroom: Career Change Business Educators and the Pedagogies of Engagement. [Internet] [Doctoral dissertation]. Duquesne University; 2009. [cited 2019 Nov 20]. Available from: https://dsc.duq.edu/etd/1030.

Council of Science Editors:

Pazin B. Bringing the Real World into the Classroom: Career Change Business Educators and the Pedagogies of Engagement. [Doctoral Dissertation]. Duquesne University; 2009. Available from: https://dsc.duq.edu/etd/1030


University of Hawaii

15. Ackerman, Lynette N. K. What World of Warcraft is Teaching Us About Learning.

Degree: 2019, University of Hawaii

Subjects/Keywords: World of Warcraft; Social Cognitive Learning; 21st Century Skills; Community; Learning Support.

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APA (6th Edition):

Ackerman, L. N. K. (2019). What World of Warcraft is Teaching Us About Learning. (Thesis). University of Hawaii. Retrieved from http://hdl.handle.net/10125/62490

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):

Ackerman, Lynette N K. “What World of Warcraft is Teaching Us About Learning.” 2019. Thesis, University of Hawaii. Accessed November 20, 2019. http://hdl.handle.net/10125/62490.

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

MLA Handbook (7th Edition):

Ackerman, Lynette N K. “What World of Warcraft is Teaching Us About Learning.” 2019. Web. 20 Nov 2019.

Vancouver:

Ackerman LNK. What World of Warcraft is Teaching Us About Learning. [Internet] [Thesis]. University of Hawaii; 2019. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10125/62490.

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

Council of Science Editors:

Ackerman LNK. What World of Warcraft is Teaching Us About Learning. [Thesis]. University of Hawaii; 2019. Available from: http://hdl.handle.net/10125/62490

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


University of Toronto

16. Larrabure, Manuel. Praxis, Informal Learning and Particpatory Democracy: The Case of Venezuela's Socialist Production Units.

Degree: 2010, University of Toronto

Using a Marxist perspective, this thesis examines Venezuela’s Socialist Production Units (SPU). SPUs have emerged as a clear alternative to the neoliberal model that characterized… (more)

Subjects/Keywords: Informal Learning; Social Movement Learning; Marxism; Popular Education; Praxis; Bolivarian Revolution; Venezuela; Political Economy; Social Economy; Community Development; Cooperatives; Popular Economy; 21st Century Socialism; Participatory Democracy; 0516; 0615; 0617; 0626

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

APA (6th Edition):

Larrabure, M. (2010). Praxis, Informal Learning and Particpatory Democracy: The Case of Venezuela's Socialist Production Units. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25659

Chicago Manual of Style (16th Edition):

Larrabure, Manuel. “Praxis, Informal Learning and Particpatory Democracy: The Case of Venezuela's Socialist Production Units.” 2010. Masters Thesis, University of Toronto. Accessed November 20, 2019. http://hdl.handle.net/1807/25659.

MLA Handbook (7th Edition):

Larrabure, Manuel. “Praxis, Informal Learning and Particpatory Democracy: The Case of Venezuela's Socialist Production Units.” 2010. Web. 20 Nov 2019.

Vancouver:

Larrabure M. Praxis, Informal Learning and Particpatory Democracy: The Case of Venezuela's Socialist Production Units. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/1807/25659.

Council of Science Editors:

Larrabure M. Praxis, Informal Learning and Particpatory Democracy: The Case of Venezuela's Socialist Production Units. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25659


University of Johannesburg

17. Hartslief, Odette. The presidential public participation programme (imbizo) as participatory policy-making.

Degree: 2010, University of Johannesburg

M.A.

The central problem this research addresses is to establish if the Presidential Public Participation Programme (izimbizo/imbizo) constitutes a form of participatory policy analysis and… (more)

Subjects/Keywords: Political planning; Public participation programme; Policy-making; Citizenship; Politics and government - 21st century

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

APA (6th Edition):

Hartslief, O. (2010). The presidential public participation programme (imbizo) as participatory policy-making. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/3232

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):

Hartslief, Odette. “The presidential public participation programme (imbizo) as participatory policy-making.” 2010. Thesis, University of Johannesburg. Accessed November 20, 2019. http://hdl.handle.net/10210/3232.

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

MLA Handbook (7th Edition):

Hartslief, Odette. “The presidential public participation programme (imbizo) as participatory policy-making.” 2010. Web. 20 Nov 2019.

Vancouver:

Hartslief O. The presidential public participation programme (imbizo) as participatory policy-making. [Internet] [Thesis]. University of Johannesburg; 2010. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10210/3232.

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

Council of Science Editors:

Hartslief O. The presidential public participation programme (imbizo) as participatory policy-making. [Thesis]. University of Johannesburg; 2010. Available from: http://hdl.handle.net/10210/3232

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


Florida Atlantic University

18. Erves, Alisha Renae. The Impact of 21st Century Television Representation on Women of Color: Colorism Myth or Reality.

Degree: MA, 2019, Florida Atlantic University

This thesis examined how colorism impacts the representation of young women of color in 21st century television shows. The thesis focused on how colorism affects… (more)

Subjects/Keywords: Colorism; 21st century (Television Program); Women of color

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APA (6th Edition):

Erves, A. R. (2019). The Impact of 21st Century Television Representation on Women of Color: Colorism Myth or Reality. (Masters Thesis). Florida Atlantic University. Retrieved from http://fau.digital.flvc.org/islandora/object/fau:41343

Chicago Manual of Style (16th Edition):

Erves, Alisha Renae. “The Impact of 21st Century Television Representation on Women of Color: Colorism Myth or Reality.” 2019. Masters Thesis, Florida Atlantic University. Accessed November 20, 2019. http://fau.digital.flvc.org/islandora/object/fau:41343.

MLA Handbook (7th Edition):

Erves, Alisha Renae. “The Impact of 21st Century Television Representation on Women of Color: Colorism Myth or Reality.” 2019. Web. 20 Nov 2019.

Vancouver:

Erves AR. The Impact of 21st Century Television Representation on Women of Color: Colorism Myth or Reality. [Internet] [Masters thesis]. Florida Atlantic University; 2019. [cited 2019 Nov 20]. Available from: http://fau.digital.flvc.org/islandora/object/fau:41343.

Council of Science Editors:

Erves AR. The Impact of 21st Century Television Representation on Women of Color: Colorism Myth or Reality. [Masters Thesis]. Florida Atlantic University; 2019. Available from: http://fau.digital.flvc.org/islandora/object/fau:41343


University of Oklahoma

19. Latta, Laura. EVALUATING THE EFFECTS OF STEM OUT-OF-SCHOOL TIME PROGRAMMING ON THE DEVELOPMENT OF STEM ATTITUDES AND 21st CENTURY SKILLS OF COMMUNITY SCHOOL STUDENTS.

Degree: PhD, 2019, University of Oklahoma

 National attention has turned to the provision of high quality science, technology, engineering, and mathematics (STEM) instruction to help prepare students for the 21st century(more)

Subjects/Keywords: community schools; STEM; out-of-school time programs; 21st century skills

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APA (6th Edition):

Latta, L. (2019). EVALUATING THE EFFECTS OF STEM OUT-OF-SCHOOL TIME PROGRAMMING ON THE DEVELOPMENT OF STEM ATTITUDES AND 21st CENTURY SKILLS OF COMMUNITY SCHOOL STUDENTS. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/321135

Chicago Manual of Style (16th Edition):

Latta, Laura. “EVALUATING THE EFFECTS OF STEM OUT-OF-SCHOOL TIME PROGRAMMING ON THE DEVELOPMENT OF STEM ATTITUDES AND 21st CENTURY SKILLS OF COMMUNITY SCHOOL STUDENTS.” 2019. Doctoral Dissertation, University of Oklahoma. Accessed November 20, 2019. http://hdl.handle.net/11244/321135.

MLA Handbook (7th Edition):

Latta, Laura. “EVALUATING THE EFFECTS OF STEM OUT-OF-SCHOOL TIME PROGRAMMING ON THE DEVELOPMENT OF STEM ATTITUDES AND 21st CENTURY SKILLS OF COMMUNITY SCHOOL STUDENTS.” 2019. Web. 20 Nov 2019.

Vancouver:

Latta L. EVALUATING THE EFFECTS OF STEM OUT-OF-SCHOOL TIME PROGRAMMING ON THE DEVELOPMENT OF STEM ATTITUDES AND 21st CENTURY SKILLS OF COMMUNITY SCHOOL STUDENTS. [Internet] [Doctoral dissertation]. University of Oklahoma; 2019. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/11244/321135.

Council of Science Editors:

Latta L. EVALUATING THE EFFECTS OF STEM OUT-OF-SCHOOL TIME PROGRAMMING ON THE DEVELOPMENT OF STEM ATTITUDES AND 21st CENTURY SKILLS OF COMMUNITY SCHOOL STUDENTS. [Doctoral Dissertation]. University of Oklahoma; 2019. Available from: http://hdl.handle.net/11244/321135


University of Alberta

20. Brooks, Charmaine. Education and technology policy discourse in Alberta: a critical analysis.

Degree: PhD, Department of Secondary Education, 2011, University of Alberta

 My research is a critical examination of technology policy discourse between four organizational groups: Alberta Education, the Alberta Teachers’ Association (ATA), the College of Alberta… (more)

Subjects/Keywords: philosophy of technology; 21st century learning; policy discourse

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APA (6th Edition):

Brooks, C. (2011). Education and technology policy discourse in Alberta: a critical analysis. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/v405s9867

Chicago Manual of Style (16th Edition):

Brooks, Charmaine. “Education and technology policy discourse in Alberta: a critical analysis.” 2011. Doctoral Dissertation, University of Alberta. Accessed November 20, 2019. https://era.library.ualberta.ca/files/v405s9867.

MLA Handbook (7th Edition):

Brooks, Charmaine. “Education and technology policy discourse in Alberta: a critical analysis.” 2011. Web. 20 Nov 2019.

Vancouver:

Brooks C. Education and technology policy discourse in Alberta: a critical analysis. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2019 Nov 20]. Available from: https://era.library.ualberta.ca/files/v405s9867.

Council of Science Editors:

Brooks C. Education and technology policy discourse in Alberta: a critical analysis. [Doctoral Dissertation]. University of Alberta; 2011. Available from: https://era.library.ualberta.ca/files/v405s9867

21. Camilleri, Jennifer. Understanding the Effects of Summer School, Technology, and 21st Century Skills on Student Academics.

Degree: EdD Doctor of Education, Educational Leadership, 2016, National-Louis University

  District XYZ has hosted traditional summer school for more than 20 years to assist students not quite ready to advance to the next grade.… (more)

Subjects/Keywords: 21st Century Learning; Educational Technology; Summer School; Educational Leadership

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

APA (6th Edition):

Camilleri, J. (2016). Understanding the Effects of Summer School, Technology, and 21st Century Skills on Student Academics. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/225

Chicago Manual of Style (16th Edition):

Camilleri, Jennifer. “Understanding the Effects of Summer School, Technology, and 21st Century Skills on Student Academics.” 2016. Doctoral Dissertation, National-Louis University. Accessed November 20, 2019. http://digitalcommons.nl.edu/diss/225.

MLA Handbook (7th Edition):

Camilleri, Jennifer. “Understanding the Effects of Summer School, Technology, and 21st Century Skills on Student Academics.” 2016. Web. 20 Nov 2019.

Vancouver:

Camilleri J. Understanding the Effects of Summer School, Technology, and 21st Century Skills on Student Academics. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Nov 20]. Available from: http://digitalcommons.nl.edu/diss/225.

Council of Science Editors:

Camilleri J. Understanding the Effects of Summer School, Technology, and 21st Century Skills on Student Academics. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/225


Penn State University

22. Didio, Lindsay M. Teaching Visual Media Literacy: An Examination of High School Students in Rural Vermont - Visual Imagery and Filmmaking.

Degree: MS, Art Education, 2016, Penn State University

 In this study of the work and experiences of high school students as they develop 21st century learning skills, I, as teacher-researcher, interpret and analyze… (more)

Subjects/Keywords: 21st Century Learning; P21 Framework; Visual Media Literacy

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APA (6th Edition):

Didio, L. M. (2016). Teaching Visual Media Literacy: An Examination of High School Students in Rural Vermont - Visual Imagery and Filmmaking. (Masters Thesis). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/13380lmd313

Chicago Manual of Style (16th Edition):

Didio, Lindsay M. “Teaching Visual Media Literacy: An Examination of High School Students in Rural Vermont - Visual Imagery and Filmmaking.” 2016. Masters Thesis, Penn State University. Accessed November 20, 2019. https://etda.libraries.psu.edu/catalog/13380lmd313.

MLA Handbook (7th Edition):

Didio, Lindsay M. “Teaching Visual Media Literacy: An Examination of High School Students in Rural Vermont - Visual Imagery and Filmmaking.” 2016. Web. 20 Nov 2019.

Vancouver:

Didio LM. Teaching Visual Media Literacy: An Examination of High School Students in Rural Vermont - Visual Imagery and Filmmaking. [Internet] [Masters thesis]. Penn State University; 2016. [cited 2019 Nov 20]. Available from: https://etda.libraries.psu.edu/catalog/13380lmd313.

Council of Science Editors:

Didio LM. Teaching Visual Media Literacy: An Examination of High School Students in Rural Vermont - Visual Imagery and Filmmaking. [Masters Thesis]. Penn State University; 2016. Available from: https://etda.libraries.psu.edu/catalog/13380lmd313


University of Southern California

23. Porter, Joshua. The impact of globalization and multinational corporations on schools and universities in Costa Rica.

Degree: EdD, Education (Leadership), 2014, University of Southern California

 In a highly competitive and rapidly changing world, many countries are finding a need to adapt to a global market and a country’s educational system… (more)

Subjects/Keywords: globalization; education; 21st century learning; collaboration; elementary; Costa Rica; Intel; technology

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APA (6th Edition):

Porter, J. (2014). The impact of globalization and multinational corporations on schools and universities in Costa Rica. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/372090/rec/6797

Chicago Manual of Style (16th Edition):

Porter, Joshua. “The impact of globalization and multinational corporations on schools and universities in Costa Rica.” 2014. Doctoral Dissertation, University of Southern California. Accessed November 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/372090/rec/6797.

MLA Handbook (7th Edition):

Porter, Joshua. “The impact of globalization and multinational corporations on schools and universities in Costa Rica.” 2014. Web. 20 Nov 2019.

Vancouver:

Porter J. The impact of globalization and multinational corporations on schools and universities in Costa Rica. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Nov 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/372090/rec/6797.

Council of Science Editors:

Porter J. The impact of globalization and multinational corporations on schools and universities in Costa Rica. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/372090/rec/6797


University of Southern California

24. Kassabian, Narek Mardirosian. Globalization in curricular elements and instructional practices in California schools: A high school case study.

Degree: EdD, Education (Leadership), 2011, University of Southern California

 Some schools have begun to integrate globalization in their curricular elements and organizational structures. These schools have also focused on educating students to become world… (more)

Subjects/Keywords: globalization; 21st century skills; project based learning; technology; education; high school

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APA (6th Edition):

Kassabian, N. M. (2011). Globalization in curricular elements and instructional practices in California schools: A high school case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455494/rec/3061

Chicago Manual of Style (16th Edition):

Kassabian, Narek Mardirosian. “Globalization in curricular elements and instructional practices in California schools: A high school case study.” 2011. Doctoral Dissertation, University of Southern California. Accessed November 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455494/rec/3061.

MLA Handbook (7th Edition):

Kassabian, Narek Mardirosian. “Globalization in curricular elements and instructional practices in California schools: A high school case study.” 2011. Web. 20 Nov 2019.

Vancouver:

Kassabian NM. Globalization in curricular elements and instructional practices in California schools: A high school case study. [Internet] [Doctoral dissertation]. University of Southern California; 2011. [cited 2019 Nov 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455494/rec/3061.

Council of Science Editors:

Kassabian NM. Globalization in curricular elements and instructional practices in California schools: A high school case study. [Doctoral Dissertation]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455494/rec/3061


University of Southern California

25. Felt, Laurel Jeanne. Towards 21st century learning: culture, process, and skills.

Degree: PhD, Communication, 2014, University of Southern California

 This dissertation examines four out-of-school learning contexts, using the same 10 research questions pertaining to culture, process, and skills in order to guide inquiry across… (more)

Subjects/Keywords: 21st century learning; new media literacies; out-of-school; play; improvisation

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APA (6th Edition):

Felt, L. J. (2014). Towards 21st century learning: culture, process, and skills. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7519

Chicago Manual of Style (16th Edition):

Felt, Laurel Jeanne. “Towards 21st century learning: culture, process, and skills.” 2014. Doctoral Dissertation, University of Southern California. Accessed November 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7519.

MLA Handbook (7th Edition):

Felt, Laurel Jeanne. “Towards 21st century learning: culture, process, and skills.” 2014. Web. 20 Nov 2019.

Vancouver:

Felt LJ. Towards 21st century learning: culture, process, and skills. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2019 Nov 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7519.

Council of Science Editors:

Felt LJ. Towards 21st century learning: culture, process, and skills. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7519


Queensland University of Technology

26. Chesher, Anne B. Television content for the 21st century classroom.

Degree: 2015, Queensland University of Technology

 This thesis examines the confluence of digital technology, evolving classroom pedagogy and young people's screen use, demonstrating how screen content can be deployed, curated, and… (more)

Subjects/Keywords: education; 21st century classroom; learning resources; television content; digital technology

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APA (6th Edition):

Chesher, A. B. (2015). Television content for the 21st century classroom. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/82304/

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):

Chesher, Anne B. “Television content for the 21st century classroom.” 2015. Thesis, Queensland University of Technology. Accessed November 20, 2019. https://eprints.qut.edu.au/82304/.

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

MLA Handbook (7th Edition):

Chesher, Anne B. “Television content for the 21st century classroom.” 2015. Web. 20 Nov 2019.

Vancouver:

Chesher AB. Television content for the 21st century classroom. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2019 Nov 20]. Available from: https://eprints.qut.edu.au/82304/.

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

Council of Science Editors:

Chesher AB. Television content for the 21st century classroom. [Thesis]. Queensland University of Technology; 2015. Available from: https://eprints.qut.edu.au/82304/

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


Deakin University

27. Lyons, Damien. Literacy in and for the 21st century.

Degree: 2015, Deakin University

  This research project explores teachers’ beliefs about what constitutes 21st century literacy learning environments, what they perceive to be the literacy practices Year 6 students… (more)

Subjects/Keywords: literacy; primary level; teachers' beliefs; teachers' practices; 21st century learning environments

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APA (6th Edition):

Lyons, D. (2015). Literacy in and for the 21st century. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30078456

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):

Lyons, Damien. “Literacy in and for the 21st century.” 2015. Thesis, Deakin University. Accessed November 20, 2019. http://hdl.handle.net/10536/DRO/DU:30078456.

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

MLA Handbook (7th Edition):

Lyons, Damien. “Literacy in and for the 21st century.” 2015. Web. 20 Nov 2019.

Vancouver:

Lyons D. Literacy in and for the 21st century. [Internet] [Thesis]. Deakin University; 2015. [cited 2019 Nov 20]. Available from: http://hdl.handle.net/10536/DRO/DU:30078456.

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

Council of Science Editors:

Lyons D. Literacy in and for the 21st century. [Thesis]. Deakin University; 2015. Available from: http://hdl.handle.net/10536/DRO/DU:30078456

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


University of Southern California

28. Mallory, Allyson Michelle. Instructional leadership: the practices employed by elementary school principals to lead the Common Core State Standards and 21st century learning skills.

Degree: EdD, Education (Leadership), 2015, University of Southern California

 The purpose of this study was to examine the instructional leadership practices elementary school site principals utilized to support the transition to Common Core State… (more)

Subjects/Keywords: instructional leadership; Common Core State Standards; 21st century learning skills

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APA (6th Edition):

Mallory, A. M. (2015). Instructional leadership: the practices employed by elementary school principals to lead the Common Core State Standards and 21st century learning skills. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557565/rec/3520

Chicago Manual of Style (16th Edition):

Mallory, Allyson Michelle. “Instructional leadership: the practices employed by elementary school principals to lead the Common Core State Standards and 21st century learning skills.” 2015. Doctoral Dissertation, University of Southern California. Accessed November 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557565/rec/3520.

MLA Handbook (7th Edition):

Mallory, Allyson Michelle. “Instructional leadership: the practices employed by elementary school principals to lead the Common Core State Standards and 21st century learning skills.” 2015. Web. 20 Nov 2019.

Vancouver:

Mallory AM. Instructional leadership: the practices employed by elementary school principals to lead the Common Core State Standards and 21st century learning skills. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2019 Nov 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557565/rec/3520.

Council of Science Editors:

Mallory AM. Instructional leadership: the practices employed by elementary school principals to lead the Common Core State Standards and 21st century learning skills. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557565/rec/3520


University of Southern California

29. Colacino, Terilyn M. Learning 21st century skills In a multicultural setting.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This case study examined how culturally diverse students at a Southeast Asia international school were engaged in learning 21st century skills when multiple means of… (more)

Subjects/Keywords: 21st century skills; culturally diverse; multiculturalism; universal design for learning

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APA (6th Edition):

Colacino, T. M. (2013). Learning 21st century skills In a multicultural setting. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/285550/rec/3772

Chicago Manual of Style (16th Edition):

Colacino, Terilyn M. “Learning 21st century skills In a multicultural setting.” 2013. Doctoral Dissertation, University of Southern California. Accessed November 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/285550/rec/3772.

MLA Handbook (7th Edition):

Colacino, Terilyn M. “Learning 21st century skills In a multicultural setting.” 2013. Web. 20 Nov 2019.

Vancouver:

Colacino TM. Learning 21st century skills In a multicultural setting. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Nov 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/285550/rec/3772.

Council of Science Editors:

Colacino TM. Learning 21st century skills In a multicultural setting. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/285550/rec/3772


University of Southern California

30. Ramos-Beal, Camille. Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach.

Degree: EdD, Education (Leadership), 2013, University of Southern California

 This case study used the Gap Analysis (Clark & Estes, 2008) framework, a six-step problem solving approach to identify goals, determine performance gaps, diagnose causes,… (more)

Subjects/Keywords: gap analysis; project based learning; restructured academy; project period; problem based learning; 21st century learning

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APA (6th Edition):

Ramos-Beal, C. (2013). Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3416

Chicago Manual of Style (16th Edition):

Ramos-Beal, Camille. “Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach.” 2013. Doctoral Dissertation, University of Southern California. Accessed November 20, 2019. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3416.

MLA Handbook (7th Edition):

Ramos-Beal, Camille. “Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach.” 2013. Web. 20 Nov 2019.

Vancouver:

Ramos-Beal C. Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2019 Nov 20]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3416.

Council of Science Editors:

Ramos-Beal C. Improving student achievement at a restructured high school academy of health sciences using an innovation gap analysis approach. [Doctoral Dissertation]. University of Southern California; 2013. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3416

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