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You searched for subject:(21st century learning). Showing records 1 – 30 of 151 total matches.

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University of Southern California

1. 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 August 03, 2020. 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. 03 Aug 2020.

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 2020 Aug 03]. 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 Georgia

2. 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 August 03, 2020. 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. 03 Aug 2020.

Vancouver:

Berens MR. Change at the top: headmasters' perspectives on technology integration and independent school leadership. [Internet] [Doctoral dissertation]. University of Georgia; 2015. [cited 2020 Aug 03]. 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 Southern California

3. 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/2307

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 August 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/39475/rec/2307.

MLA Handbook (7th Edition):

Truby, David C., Jr. “Emerging practices for a changing world: a case study of 21st century learning.” 2012. Web. 03 Aug 2020.

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 2020 Aug 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/39475/rec/2307.

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/2307


Penn State University

4. 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 August 03, 2020. 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. 03 Aug 2020.

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 2020 Aug 03]. 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 Alberta

5. 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 August 03, 2020. 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. 03 Aug 2020.

Vancouver:

Brooks C. Education and technology policy discourse in Alberta: a critical analysis. [Internet] [Doctoral dissertation]. University of Alberta; 2011. [cited 2020 Aug 03]. 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

6. 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 (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 August 03, 2020. 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. 03 Aug 2020.

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 2020 Aug 03]. 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


Queensland University of Technology

7. 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 August 03, 2020. 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. 03 Aug 2020.

Vancouver:

Chesher AB. Television content for the 21st century classroom. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2020 Aug 03]. 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

8. 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 August 03, 2020. 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. 03 Aug 2020.

Vancouver:

Lyons D. Literacy in and for the 21st century. [Internet] [Thesis]. Deakin University; 2015. [cited 2020 Aug 03]. 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

9. 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/7530

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 August 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7530.

MLA Handbook (7th Edition):

Felt, Laurel Jeanne. “Towards 21st century learning: culture, process, and skills.” 2014. Web. 03 Aug 2020.

Vancouver:

Felt LJ. Towards 21st century learning: culture, process, and skills. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Aug 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/514273/rec/7530.

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/7530


University of Southern California

10. 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/3778

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 August 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/285550/rec/3778.

MLA Handbook (7th Edition):

Colacino, Terilyn M. “Learning 21st century skills In a multicultural setting.” 2013. Web. 03 Aug 2020.

Vancouver:

Colacino TM. Learning 21st century skills In a multicultural setting. [Internet] [Doctoral dissertation]. University of Southern California; 2013. [cited 2020 Aug 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/285550/rec/3778.

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/3778


University of Southern California

11. 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/6806

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 August 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/372090/rec/6806.

MLA Handbook (7th Edition):

Porter, Joshua. “The impact of globalization and multinational corporations on schools and universities in Costa Rica.” 2014. Web. 03 Aug 2020.

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 2020 Aug 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/372090/rec/6806.

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/6806


University of Southern California

12. 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/3526

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 August 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557565/rec/3526.

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. 03 Aug 2020.

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 2020 Aug 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/557565/rec/3526.

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/3526


University of Southern California

13. 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/3066

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 August 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455494/rec/3066.

MLA Handbook (7th Edition):

Kassabian, Narek Mardirosian. “Globalization in curricular elements and instructional practices in California schools: A high school case study.” 2011. Web. 03 Aug 2020.

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 2020 Aug 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/455494/rec/3066.

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/3066


University of Southern California

14. 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/3422

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 August 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3422.

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. 03 Aug 2020.

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 2020 Aug 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/249739/rec/3422.

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/3422


University of Southern California

15. Cho, Paulina. The key essentials for learning in the 21st century: programs and practices.

Degree: EdD, Education (Leadership), 2012, University of Southern California

 The purpose of this case study was to generate new knowledge to learn about programs and practices that promote the acquisition of 21st century skills… (more)

Subjects/Keywords: 21st century schools; 21st century skills; globalization; global competence skills; professional learning communities; effective leadership; academic programs; instructional practices; collaboration; collaborative learning; project based learning; inquiry based learning; school culture

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APA (6th Edition):

Cho, P. (2012). The key essentials for learning in the 21st century: programs and practices. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/677536/rec/6933

Chicago Manual of Style (16th Edition):

Cho, Paulina. “The key essentials for learning in the 21st century: programs and practices.” 2012. Doctoral Dissertation, University of Southern California. Accessed August 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/677536/rec/6933.

MLA Handbook (7th Edition):

Cho, Paulina. “The key essentials for learning in the 21st century: programs and practices.” 2012. Web. 03 Aug 2020.

Vancouver:

Cho P. The key essentials for learning in the 21st century: programs and practices. [Internet] [Doctoral dissertation]. University of Southern California; 2012. [cited 2020 Aug 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/677536/rec/6933.

Council of Science Editors:

Cho P. The key essentials for learning in the 21st century: programs and practices. [Doctoral Dissertation]. University of Southern California; 2012. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/677536/rec/6933

16. Esparza, Deborah R. A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation.

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

  This program evaluation examines MindQuest21, a project-based learning (PBL) model that was implemented in a Chicago, Illinois suburban community. It began with a summer… (more)

Subjects/Keywords: MindQuest21; 21st Century Skills; Project Based Learning; Deeper Learning; Education; Educational Leadership

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

APA (6th Edition):

Esparza, D. R. (2016). A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/185

Chicago Manual of Style (16th Edition):

Esparza, Deborah R. “A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation.” 2016. Doctoral Dissertation, National-Louis University. Accessed August 03, 2020. http://digitalcommons.nl.edu/diss/185.

MLA Handbook (7th Edition):

Esparza, Deborah R. “A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation.” 2016. Web. 03 Aug 2020.

Vancouver:

Esparza DR. A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2020 Aug 03]. Available from: http://digitalcommons.nl.edu/diss/185.

Council of Science Editors:

Esparza DR. A First-Year Implementation of Mindquest21, A Project-Based Paradigm Shift to Deeper Learning: A Program Evaluation. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/185


The Ohio State University

17. Buda, Sharon Liddell. Arts Based Envirnomental Integrated Curriculum Construction and Implimentation Supported by Learning Communites.

Degree: PhD, Art Education, 2009, The Ohio State University

  A study of a three-year environmental curriculum project is documented with attention to the process of co-constructing and implementing the curriculum while exposing the… (more)

Subjects/Keywords: Integrated curriculum; Learning Communities; Service-Learning; Arts-Based; Environmental; 21st Century Skills

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APA (6th Edition):

Buda, S. L. (2009). Arts Based Envirnomental Integrated Curriculum Construction and Implimentation Supported by Learning Communites. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1253572541

Chicago Manual of Style (16th Edition):

Buda, Sharon Liddell. “Arts Based Envirnomental Integrated Curriculum Construction and Implimentation Supported by Learning Communites.” 2009. Doctoral Dissertation, The Ohio State University. Accessed August 03, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1253572541.

MLA Handbook (7th Edition):

Buda, Sharon Liddell. “Arts Based Envirnomental Integrated Curriculum Construction and Implimentation Supported by Learning Communites.” 2009. Web. 03 Aug 2020.

Vancouver:

Buda SL. Arts Based Envirnomental Integrated Curriculum Construction and Implimentation Supported by Learning Communites. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Aug 03]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1253572541.

Council of Science Editors:

Buda SL. Arts Based Envirnomental Integrated Curriculum Construction and Implimentation Supported by Learning Communites. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1253572541


Royal Roads University

18. Ferreira, Lucy Mary. Managing change : the measurement of teacher self-efficacy in technology-enhanced student-centred learning environments .

Degree: 2013, Royal Roads University

 The aim of this research was to create a reliable and valid measure of teacher self-efficacy in relation to the use of technology for student-centred… (more)

Subjects/Keywords: 21st century learning; education; professional development; self-efficacy; student-centered learning; technology

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APA (6th Edition):

Ferreira, L. M. (2013). Managing change : the measurement of teacher self-efficacy in technology-enhanced student-centred learning environments . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/639

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):

Ferreira, Lucy Mary. “Managing change : the measurement of teacher self-efficacy in technology-enhanced student-centred learning environments .” 2013. Thesis, Royal Roads University. Accessed August 03, 2020. http://hdl.handle.net/10170/639.

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

MLA Handbook (7th Edition):

Ferreira, Lucy Mary. “Managing change : the measurement of teacher self-efficacy in technology-enhanced student-centred learning environments .” 2013. Web. 03 Aug 2020.

Vancouver:

Ferreira LM. Managing change : the measurement of teacher self-efficacy in technology-enhanced student-centred learning environments . [Internet] [Thesis]. Royal Roads University; 2013. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/10170/639.

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

Council of Science Editors:

Ferreira LM. Managing change : the measurement of teacher self-efficacy in technology-enhanced student-centred learning environments . [Thesis]. Royal Roads University; 2013. Available from: http://hdl.handle.net/10170/639

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


National University of Ireland – Galway

19. Higgins, Mary. Applied learning. A design model for further education in the 21st century .

Degree: 2015, National University of Ireland – Galway

 Undertaken over four years, this research was both an investigation of the adoption of an applied learning approach for further education (FE) course delivery in… (more)

Subjects/Keywords: Further education; Applied learning; 21st century skills; Education; Learning sciences; School of Education

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APA (6th Edition):

Higgins, M. (2015). Applied learning. A design model for further education in the 21st century . (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/5351

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):

Higgins, Mary. “Applied learning. A design model for further education in the 21st century .” 2015. Thesis, National University of Ireland – Galway. Accessed August 03, 2020. http://hdl.handle.net/10379/5351.

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

MLA Handbook (7th Edition):

Higgins, Mary. “Applied learning. A design model for further education in the 21st century .” 2015. Web. 03 Aug 2020.

Vancouver:

Higgins M. Applied learning. A design model for further education in the 21st century . [Internet] [Thesis]. National University of Ireland – Galway; 2015. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/10379/5351.

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

Council of Science Editors:

Higgins M. Applied learning. A design model for further education in the 21st century . [Thesis]. National University of Ireland – Galway; 2015. Available from: http://hdl.handle.net/10379/5351

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


University of Southern California

20. Lambert, Matthew P. Technology practices and 21st century learning: a high school case study.

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

 This qualitative case study applies the Technology, Pedagogy, and Content Knowledge (TPACK) framework to understand the integration and perceived impact of technology on teaching and… (more)

Subjects/Keywords: technology; tech; education; learning; TPACK; high school; 21st century learning; transformative teaching

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

APA (6th Edition):

Lambert, M. P. (2015). Technology practices and 21st century learning: a high school case study. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/540032/rec/6383

Chicago Manual of Style (16th Edition):

Lambert, Matthew P. “Technology practices and 21st century learning: a high school case study.” 2015. Doctoral Dissertation, University of Southern California. Accessed August 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/540032/rec/6383.

MLA Handbook (7th Edition):

Lambert, Matthew P. “Technology practices and 21st century learning: a high school case study.” 2015. Web. 03 Aug 2020.

Vancouver:

Lambert MP. Technology practices and 21st century learning: a high school case study. [Internet] [Doctoral dissertation]. University of Southern California; 2015. [cited 2020 Aug 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/540032/rec/6383.

Council of Science Editors:

Lambert MP. Technology practices and 21st century learning: a high school case study. [Doctoral Dissertation]. University of Southern California; 2015. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/540032/rec/6383


Arizona State University

21. Horn, Timothy. Bridging The Gap: Designing High School Learning Experiences for 21st Century College Preparedness.

Degree: Design, 2015, Arizona State University

 In this action research, the need for high schools to embrace a pedagogical shift to teaching 21st century computer and online literacy skills is investigated.… (more)

Subjects/Keywords: Design; Educational technology; Art education; 21st Century Skills; Hybrid Learning; Online Learning

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

APA (6th Edition):

Horn, T. (2015). Bridging The Gap: Designing High School Learning Experiences for 21st Century College Preparedness. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/29689

Chicago Manual of Style (16th Edition):

Horn, Timothy. “Bridging The Gap: Designing High School Learning Experiences for 21st Century College Preparedness.” 2015. Masters Thesis, Arizona State University. Accessed August 03, 2020. http://repository.asu.edu/items/29689.

MLA Handbook (7th Edition):

Horn, Timothy. “Bridging The Gap: Designing High School Learning Experiences for 21st Century College Preparedness.” 2015. Web. 03 Aug 2020.

Vancouver:

Horn T. Bridging The Gap: Designing High School Learning Experiences for 21st Century College Preparedness. [Internet] [Masters thesis]. Arizona State University; 2015. [cited 2020 Aug 03]. Available from: http://repository.asu.edu/items/29689.

Council of Science Editors:

Horn T. Bridging The Gap: Designing High School Learning Experiences for 21st Century College Preparedness. [Masters Thesis]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29689


University of Waikato

22. Murphy, Christine. Making the Shift: Perceptions and Challenges of Modern Learning Practice .

Degree: 2016, University of Waikato

 As we move into the third millennium, Modern Learning Environments (MLE) - also referred to as Innovative Learning Environments (ILE) – have been strongly backed… (more)

Subjects/Keywords: innovative learning environments; modern learning environments; modern learning practice; 21st century learning; future focused learning; pedagogy

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

APA (6th Edition):

Murphy, C. (2016). Making the Shift: Perceptions and Challenges of Modern Learning Practice . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/10523

Chicago Manual of Style (16th Edition):

Murphy, Christine. “Making the Shift: Perceptions and Challenges of Modern Learning Practice .” 2016. Masters Thesis, University of Waikato. Accessed August 03, 2020. http://hdl.handle.net/10289/10523.

MLA Handbook (7th Edition):

Murphy, Christine. “Making the Shift: Perceptions and Challenges of Modern Learning Practice .” 2016. Web. 03 Aug 2020.

Vancouver:

Murphy C. Making the Shift: Perceptions and Challenges of Modern Learning Practice . [Internet] [Masters thesis]. University of Waikato; 2016. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/10289/10523.

Council of Science Editors:

Murphy C. Making the Shift: Perceptions and Challenges of Modern Learning Practice . [Masters Thesis]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/10523


University of Southern California

23. Pearson, Synee D. The process secondary administrators use to implement twenty‐first century learning skills in secondary schools.

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

 The purpose of this study was to examine the process used to implement 21st century skills in secondary schools by secondary school administrators. The rationale… (more)

Subjects/Keywords: 21st century skills; 21st century learning; project-based learning; seven survival skills; technology; communication; collaboration; creativity; critical thinking and problem solving; global marketplace

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APA (6th Edition):

Pearson, S. D. (2014). The process secondary administrators use to implement twenty‐first century learning skills in secondary schools. (Doctoral Dissertation). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379083/rec/7128

Chicago Manual of Style (16th Edition):

Pearson, Synee D. “The process secondary administrators use to implement twenty‐first century learning skills in secondary schools.” 2014. Doctoral Dissertation, University of Southern California. Accessed August 03, 2020. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379083/rec/7128.

MLA Handbook (7th Edition):

Pearson, Synee D. “The process secondary administrators use to implement twenty‐first century learning skills in secondary schools.” 2014. Web. 03 Aug 2020.

Vancouver:

Pearson SD. The process secondary administrators use to implement twenty‐first century learning skills in secondary schools. [Internet] [Doctoral dissertation]. University of Southern California; 2014. [cited 2020 Aug 03]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379083/rec/7128.

Council of Science Editors:

Pearson SD. The process secondary administrators use to implement twenty‐first century learning skills in secondary schools. [Doctoral Dissertation]. University of Southern California; 2014. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll3/id/379083/rec/7128


Marietta College

24. Wiese, Jenny. The Twenty-First Century Learning Grant.

Degree: MEd, Education, 2007, Marietta College

 The 21st Century Learning Grant at Bartlett and Cutler Elementary School was designed to offer an academically oriented program enriched with activities to help students… (more)

Subjects/Keywords: Education, General; 21st Century Learning Grant; Cutler; Bartlett; improve test scores; reading; math

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APA (6th Edition):

Wiese, J. (2007). The Twenty-First Century Learning Grant. (Masters Thesis). Marietta College. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176814009

Chicago Manual of Style (16th Edition):

Wiese, Jenny. “The Twenty-First Century Learning Grant.” 2007. Masters Thesis, Marietta College. Accessed August 03, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176814009.

MLA Handbook (7th Edition):

Wiese, Jenny. “The Twenty-First Century Learning Grant.” 2007. Web. 03 Aug 2020.

Vancouver:

Wiese J. The Twenty-First Century Learning Grant. [Internet] [Masters thesis]. Marietta College; 2007. [cited 2020 Aug 03]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176814009.

Council of Science Editors:

Wiese J. The Twenty-First Century Learning Grant. [Masters Thesis]. Marietta College; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=marietta1176814009


Queensland University of Technology

25. Leong, Jacina T. 'When you can't envision, you can't give permission': learning and teaching through a STEAM network.

Degree: 2017, Queensland University of Technology

 This thesis proposes a framework for learning and teaching through an interdisciplinary STEAM (Science, Technology, Engineering, Arts, Mathematics) network. The framework was developed from teaching… (more)

Subjects/Keywords: STEAM; STEM; Art Education; Interdisciplinary; Transdisciplinary; 21st Century Skills; Creativity; Curriculum; Informal Learning; Education Policy

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APA (6th Edition):

Leong, J. T. (2017). 'When you can't envision, you can't give permission': learning and teaching through a STEAM network. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/103761/

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):

Leong, Jacina T. “'When you can't envision, you can't give permission': learning and teaching through a STEAM network.” 2017. Thesis, Queensland University of Technology. Accessed August 03, 2020. https://eprints.qut.edu.au/103761/.

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

MLA Handbook (7th Edition):

Leong, Jacina T. “'When you can't envision, you can't give permission': learning and teaching through a STEAM network.” 2017. Web. 03 Aug 2020.

Vancouver:

Leong JT. 'When you can't envision, you can't give permission': learning and teaching through a STEAM network. [Internet] [Thesis]. Queensland University of Technology; 2017. [cited 2020 Aug 03]. Available from: https://eprints.qut.edu.au/103761/.

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

Council of Science Editors:

Leong JT. 'When you can't envision, you can't give permission': learning and teaching through a STEAM network. [Thesis]. Queensland University of Technology; 2017. Available from: https://eprints.qut.edu.au/103761/

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

26. -8209-9272. More than Global Mindedness: A Mixed Method Exploration of a US-Mexico Collaboration Project on American Secondary Students' Understanding of Global Food Supply and 21st Century Skills.

Degree: PhD, Curriculum and Instruction, 2018, Texas Tech University

 The research literature suggests numerous affective and skill-based benefits for American K-12 students when using Project-Based Learning (PBL) based Global Collaboration Projects (GCPs) in the… (more)

Subjects/Keywords: 21st Century Skills; Environmental Science; Global Collaboration; Global Mindedness; Project Based Learning

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APA (6th Edition):

-8209-9272. (2018). More than Global Mindedness: A Mixed Method Exploration of a US-Mexico Collaboration Project on American Secondary Students' Understanding of Global Food Supply and 21st Century Skills. (Doctoral Dissertation). Texas Tech University. Retrieved from http://hdl.handle.net/2346/82096

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-8209-9272. “More than Global Mindedness: A Mixed Method Exploration of a US-Mexico Collaboration Project on American Secondary Students' Understanding of Global Food Supply and 21st Century Skills.” 2018. Doctoral Dissertation, Texas Tech University. Accessed August 03, 2020. http://hdl.handle.net/2346/82096.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-8209-9272. “More than Global Mindedness: A Mixed Method Exploration of a US-Mexico Collaboration Project on American Secondary Students' Understanding of Global Food Supply and 21st Century Skills.” 2018. Web. 03 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-8209-9272. More than Global Mindedness: A Mixed Method Exploration of a US-Mexico Collaboration Project on American Secondary Students' Understanding of Global Food Supply and 21st Century Skills. [Internet] [Doctoral dissertation]. Texas Tech University; 2018. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/2346/82096.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-8209-9272. More than Global Mindedness: A Mixed Method Exploration of a US-Mexico Collaboration Project on American Secondary Students' Understanding of Global Food Supply and 21st Century Skills. [Doctoral Dissertation]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/82096

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


Texas Tech University

27. -3081-936X. Science literacy and visual thinking: Using content area literacy strategies to improve critical thinking in a secondary science classroom.

Degree: MEd, Curriculum and Instruction, 2018, Texas Tech University

 This research study explored how integrating various instructional strategies and sophisticated texts can improve students’ literacy skills and critical thinking. The action research discussed in… (more)

Subjects/Keywords: science literacy; visual thinking; secondary science; content area literacy; Anatomy & Physiology; 21st Century learning

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

APA (6th Edition):

-3081-936X. (2018). Science literacy and visual thinking: Using content area literacy strategies to improve critical thinking in a secondary science classroom. (Masters Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/74427

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Chicago Manual of Style (16th Edition):

-3081-936X. “Science literacy and visual thinking: Using content area literacy strategies to improve critical thinking in a secondary science classroom.” 2018. Masters Thesis, Texas Tech University. Accessed August 03, 2020. http://hdl.handle.net/2346/74427.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

MLA Handbook (7th Edition):

-3081-936X. “Science literacy and visual thinking: Using content area literacy strategies to improve critical thinking in a secondary science classroom.” 2018. Web. 03 Aug 2020.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Vancouver:

-3081-936X. Science literacy and visual thinking: Using content area literacy strategies to improve critical thinking in a secondary science classroom. [Internet] [Masters thesis]. Texas Tech University; 2018. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/2346/74427.

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete

Council of Science Editors:

-3081-936X. Science literacy and visual thinking: Using content area literacy strategies to improve critical thinking in a secondary science classroom. [Masters Thesis]. Texas Tech University; 2018. Available from: http://hdl.handle.net/2346/74427

Note: this citation may be lacking information needed for this citation format:
Author name may be incomplete


University of Waikato

28. 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 August 03, 2020. 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. 03 Aug 2020.

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 2020 Aug 03]. 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


Liberty University

29. Kassinger, Samuel J. The Effect of the 1:1 Initiative on School-wide Performance Level Percentages in Secondary U.S. History.

Degree: 2019, Liberty University

 The purpose of this study was to examine the effect of the 1:1 initiative on school-wide performance level percentages among secondary school students in the… (more)

Subjects/Keywords: 1:1 Initiative; 21st-century Learning; Analytical Thinking; Differentiated Instruction; Flipped Classroom; Technology; Education

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

APA (6th Edition):

Kassinger, S. J. (2019). The Effect of the 1:1 Initiative on School-wide Performance Level Percentages in Secondary U.S. History. (Doctoral Dissertation). Liberty University. Retrieved from https://digitalcommons.liberty.edu/doctoral/2297

Chicago Manual of Style (16th Edition):

Kassinger, Samuel J. “The Effect of the 1:1 Initiative on School-wide Performance Level Percentages in Secondary U.S. History.” 2019. Doctoral Dissertation, Liberty University. Accessed August 03, 2020. https://digitalcommons.liberty.edu/doctoral/2297.

MLA Handbook (7th Edition):

Kassinger, Samuel J. “The Effect of the 1:1 Initiative on School-wide Performance Level Percentages in Secondary U.S. History.” 2019. Web. 03 Aug 2020.

Vancouver:

Kassinger SJ. The Effect of the 1:1 Initiative on School-wide Performance Level Percentages in Secondary U.S. History. [Internet] [Doctoral dissertation]. Liberty University; 2019. [cited 2020 Aug 03]. Available from: https://digitalcommons.liberty.edu/doctoral/2297.

Council of Science Editors:

Kassinger SJ. The Effect of the 1:1 Initiative on School-wide Performance Level Percentages in Secondary U.S. History. [Doctoral Dissertation]. Liberty University; 2019. Available from: https://digitalcommons.liberty.edu/doctoral/2297


University of Toronto

30. Sadik, Marina. EXPLORING THE DEVELOPMENT OF TEACHER UNDERSTANDING AND USE OF INQUIRY-BASED INSTRUCTION IN CANADIAN AND WORLD STUDIES.

Degree: 2018, University of Toronto

Inquiry-based learning (IBL) has begun to be emphasized in the Canadian and World Studies (CWS) curriculum. Teacher understanding and usage of inquiry, however, is understudied… (more)

Subjects/Keywords: 21st century education; Canadian and World Studies; Inquiry-based learning; Secondary School; Teacher development; 0515

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

APA (6th Edition):

Sadik, M. (2018). EXPLORING THE DEVELOPMENT OF TEACHER UNDERSTANDING AND USE OF INQUIRY-BASED INSTRUCTION IN CANADIAN AND WORLD STUDIES. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91545

Chicago Manual of Style (16th Edition):

Sadik, Marina. “EXPLORING THE DEVELOPMENT OF TEACHER UNDERSTANDING AND USE OF INQUIRY-BASED INSTRUCTION IN CANADIAN AND WORLD STUDIES.” 2018. Masters Thesis, University of Toronto. Accessed August 03, 2020. http://hdl.handle.net/1807/91545.

MLA Handbook (7th Edition):

Sadik, Marina. “EXPLORING THE DEVELOPMENT OF TEACHER UNDERSTANDING AND USE OF INQUIRY-BASED INSTRUCTION IN CANADIAN AND WORLD STUDIES.” 2018. Web. 03 Aug 2020.

Vancouver:

Sadik M. EXPLORING THE DEVELOPMENT OF TEACHER UNDERSTANDING AND USE OF INQUIRY-BASED INSTRUCTION IN CANADIAN AND WORLD STUDIES. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2020 Aug 03]. Available from: http://hdl.handle.net/1807/91545.

Council of Science Editors:

Sadik M. EXPLORING THE DEVELOPMENT OF TEACHER UNDERSTANDING AND USE OF INQUIRY-BASED INSTRUCTION IN CANADIAN AND WORLD STUDIES. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91545

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