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You searched for subject:(Aboriginal education). Showing records 1 – 30 of 208 total matches.

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Queensland University of Technology

1. Parkes-Sandri, Robyn Amy. Weaving the past into the present : Indigenous stories of education across generations.

Degree: 2013, Queensland University of Technology

 In Queensland, there is little research that speaks to the historical experiences of schooling. Aboriginal education remains a part of the silenced history of Aboriginal(more)

Subjects/Keywords: Aboriginal Australians; Aboriginal education; Aboriginal families; decolonisation

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APA (6th Edition):

Parkes-Sandri, R. A. (2013). Weaving the past into the present : Indigenous stories of education across generations. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/61010/

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):

Parkes-Sandri, Robyn Amy. “Weaving the past into the present : Indigenous stories of education across generations.” 2013. Thesis, Queensland University of Technology. Accessed August 25, 2019. https://eprints.qut.edu.au/61010/.

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

MLA Handbook (7th Edition):

Parkes-Sandri, Robyn Amy. “Weaving the past into the present : Indigenous stories of education across generations.” 2013. Web. 25 Aug 2019.

Vancouver:

Parkes-Sandri RA. Weaving the past into the present : Indigenous stories of education across generations. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2019 Aug 25]. Available from: https://eprints.qut.edu.au/61010/.

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

Council of Science Editors:

Parkes-Sandri RA. Weaving the past into the present : Indigenous stories of education across generations. [Thesis]. Queensland University of Technology; 2013. Available from: https://eprints.qut.edu.au/61010/

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


University of Newcastle

2. Holt, Leanne. The development of Aboriginal education policy in Australia - voices of the National Aboriginal Education Committee (NAEC).

Degree: PhD, 2016, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

<i>If there is going to be harmony between our two societies then it will have to be through… (more)

Subjects/Keywords: Aboriginal; education; policy

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APA (6th Edition):

Holt, L. (2016). The development of Aboriginal education policy in Australia - voices of the National Aboriginal Education Committee (NAEC). (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1335368

Chicago Manual of Style (16th Edition):

Holt, Leanne. “The development of Aboriginal education policy in Australia - voices of the National Aboriginal Education Committee (NAEC).” 2016. Doctoral Dissertation, University of Newcastle. Accessed August 25, 2019. http://hdl.handle.net/1959.13/1335368.

MLA Handbook (7th Edition):

Holt, Leanne. “The development of Aboriginal education policy in Australia - voices of the National Aboriginal Education Committee (NAEC).” 2016. Web. 25 Aug 2019.

Vancouver:

Holt L. The development of Aboriginal education policy in Australia - voices of the National Aboriginal Education Committee (NAEC). [Internet] [Doctoral dissertation]. University of Newcastle; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1959.13/1335368.

Council of Science Editors:

Holt L. The development of Aboriginal education policy in Australia - voices of the National Aboriginal Education Committee (NAEC). [Doctoral Dissertation]. University of Newcastle; 2016. Available from: http://hdl.handle.net/1959.13/1335368


University of Alberta

3. Abdulrehman, Haneef. A portrait of Aboriginal elementary school classrooms: an exploratory study using elements of ethnographic research design.

Degree: MEd, Department of Educational Psychology, 2010, University of Alberta

 The objective of this exploratory, qualitative study was to obtain a greater understanding of educational issues experienced by teachers and students in the context of… (more)

Subjects/Keywords: elementary; ethnographic; education; aboriginal

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APA (6th Edition):

Abdulrehman, H. (2010). A portrait of Aboriginal elementary school classrooms: an exploratory study using elements of ethnographic research design. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/fq977v64q

Chicago Manual of Style (16th Edition):

Abdulrehman, Haneef. “A portrait of Aboriginal elementary school classrooms: an exploratory study using elements of ethnographic research design.” 2010. Masters Thesis, University of Alberta. Accessed August 25, 2019. https://era.library.ualberta.ca/files/fq977v64q.

MLA Handbook (7th Edition):

Abdulrehman, Haneef. “A portrait of Aboriginal elementary school classrooms: an exploratory study using elements of ethnographic research design.” 2010. Web. 25 Aug 2019.

Vancouver:

Abdulrehman H. A portrait of Aboriginal elementary school classrooms: an exploratory study using elements of ethnographic research design. [Internet] [Masters thesis]. University of Alberta; 2010. [cited 2019 Aug 25]. Available from: https://era.library.ualberta.ca/files/fq977v64q.

Council of Science Editors:

Abdulrehman H. A portrait of Aboriginal elementary school classrooms: an exploratory study using elements of ethnographic research design. [Masters Thesis]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/fq977v64q


University of Wollongong

4. Buckskin, Joanne. Teacher preparation for Aboriginal education.

Degree: PhD, Faculty of Education, 2012, University of Wollongong

  Dr Andrew Refshauge, the then-Minister for Education and Training in the New South Wales (NSW) Government, recognised the work of teachers as the ‘make… (more)

Subjects/Keywords: teacher training; Aboriginal education

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APA (6th Edition):

Buckskin, J. (2012). Teacher preparation for Aboriginal education. (Doctoral Dissertation). University of Wollongong. Retrieved from 130301 Aboriginal and Torres Strait Islander Education, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/3694

Chicago Manual of Style (16th Edition):

Buckskin, Joanne. “Teacher preparation for Aboriginal education.” 2012. Doctoral Dissertation, University of Wollongong. Accessed August 25, 2019. 130301 Aboriginal and Torres Strait Islander Education, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/3694.

MLA Handbook (7th Edition):

Buckskin, Joanne. “Teacher preparation for Aboriginal education.” 2012. Web. 25 Aug 2019.

Vancouver:

Buckskin J. Teacher preparation for Aboriginal education. [Internet] [Doctoral dissertation]. University of Wollongong; 2012. [cited 2019 Aug 25]. Available from: 130301 Aboriginal and Torres Strait Islander Education, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/3694.

Council of Science Editors:

Buckskin J. Teacher preparation for Aboriginal education. [Doctoral Dissertation]. University of Wollongong; 2012. Available from: 130301 Aboriginal and Torres Strait Islander Education, 130313 Teacher Education and Professional Development of Educators ; https://ro.uow.edu.au/theses/3694


University of Manitoba

5. Koshyk, Jamie. Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model.

Degree: Family Social Sciences, 2012, University of Manitoba

 The educational attainment gap between Canada’s Aboriginal and non-Aboriginal peoples both reflects and perpetuates a parallel disparity in socioeconomic conditions. Aboriginal peoples’ distrust of and… (more)

Subjects/Keywords: Aboriginal; education; culture; post-secondary

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APA (6th Edition):

Koshyk, J. (2012). Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/8621

Chicago Manual of Style (16th Edition):

Koshyk, Jamie. “Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model.” 2012. Masters Thesis, University of Manitoba. Accessed August 25, 2019. http://hdl.handle.net/1993/8621.

MLA Handbook (7th Edition):

Koshyk, Jamie. “Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model.” 2012. Web. 25 Aug 2019.

Vancouver:

Koshyk J. Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model. [Internet] [Masters thesis]. University of Manitoba; 2012. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1993/8621.

Council of Science Editors:

Koshyk J. Exploring the impact of a culturally restorative post-secondary education program on Aboriginal adult learners: The Urban Circle Training Centre model. [Masters Thesis]. University of Manitoba; 2012. Available from: http://hdl.handle.net/1993/8621


University of Manitoba

6. Friesen, Kristine J. An exploration of the perceived impact of selected factors related to successful Métis education: the voices of Métis graduates of a rural Manitoba high school.

Degree: Educational Administration, Foundations and Psychology, 2012, University of Manitoba

 Educational success eludes many Aboriginal students today. They are not graduating at the same rate as non-Aboriginal students in Canada and in Manitoba. Métis students,… (more)

Subjects/Keywords: Aboriginal; Education; achievement; success

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APA (6th Edition):

Friesen, K. J. (2012). An exploration of the perceived impact of selected factors related to successful Métis education: the voices of Métis graduates of a rural Manitoba high school. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/5199

Chicago Manual of Style (16th Edition):

Friesen, Kristine J. “An exploration of the perceived impact of selected factors related to successful Métis education: the voices of Métis graduates of a rural Manitoba high school.” 2012. Masters Thesis, University of Manitoba. Accessed August 25, 2019. http://hdl.handle.net/1993/5199.

MLA Handbook (7th Edition):

Friesen, Kristine J. “An exploration of the perceived impact of selected factors related to successful Métis education: the voices of Métis graduates of a rural Manitoba high school.” 2012. Web. 25 Aug 2019.

Vancouver:

Friesen KJ. An exploration of the perceived impact of selected factors related to successful Métis education: the voices of Métis graduates of a rural Manitoba high school. [Internet] [Masters thesis]. University of Manitoba; 2012. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1993/5199.

Council of Science Editors:

Friesen KJ. An exploration of the perceived impact of selected factors related to successful Métis education: the voices of Métis graduates of a rural Manitoba high school. [Masters Thesis]. University of Manitoba; 2012. Available from: http://hdl.handle.net/1993/5199


University of Manitoba

7. Wiens, Ryan. On integrating aboriginal perspectives: the perceptions of grade 10 English language arts teachers in a large urban school division in western Canada.

Degree: Educational Administration, Foundations and Psychology, 2012, University of Manitoba

 In an effort to atone for almost two centuries of mishandling, and faced with ballooning urban Aboriginal populations, many of Canada’s governments and educational institutions… (more)

Subjects/Keywords: Aboriginal; Education; Perspectives; Integration

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APA (6th Edition):

Wiens, R. (2012). On integrating aboriginal perspectives: the perceptions of grade 10 English language arts teachers in a large urban school division in western Canada. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/14167

Chicago Manual of Style (16th Edition):

Wiens, Ryan. “On integrating aboriginal perspectives: the perceptions of grade 10 English language arts teachers in a large urban school division in western Canada.” 2012. Masters Thesis, University of Manitoba. Accessed August 25, 2019. http://hdl.handle.net/1993/14167.

MLA Handbook (7th Edition):

Wiens, Ryan. “On integrating aboriginal perspectives: the perceptions of grade 10 English language arts teachers in a large urban school division in western Canada.” 2012. Web. 25 Aug 2019.

Vancouver:

Wiens R. On integrating aboriginal perspectives: the perceptions of grade 10 English language arts teachers in a large urban school division in western Canada. [Internet] [Masters thesis]. University of Manitoba; 2012. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1993/14167.

Council of Science Editors:

Wiens R. On integrating aboriginal perspectives: the perceptions of grade 10 English language arts teachers in a large urban school division in western Canada. [Masters Thesis]. University of Manitoba; 2012. Available from: http://hdl.handle.net/1993/14167


University of Wollongong

8. Sisco, Ashley. Honouring the Kaswenta (Two Row Wampum): A Framework For Consultation With Indigenous Communities In Canada and Australia.

Degree: PhD, School of Education, Faculty of Social Sciences, 2015, University of Wollongong

  Meaningful and ongoing consultations are critical to Indigenous selfdetermination in Canada and Australia. Consultations are the processes by which organizations and Indigenous communities meet… (more)

Subjects/Keywords: Indigenous; Aboriginal; two row; Indigenous education; Aboriginal education

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APA (6th Edition):

Sisco, A. (2015). Honouring the Kaswenta (Two Row Wampum): A Framework For Consultation With Indigenous Communities In Canada and Australia. (Doctoral Dissertation). University of Wollongong. Retrieved from 1601 ANTHROPOLOGY, 1604 HUMAN GEOGRAPHY, 1608 SOCIOLOGY, 1699 OTHER STUDIES IN HUMAN SOCIETY ; https://ro.uow.edu.au/theses/4345

Chicago Manual of Style (16th Edition):

Sisco, Ashley. “Honouring the Kaswenta (Two Row Wampum): A Framework For Consultation With Indigenous Communities In Canada and Australia.” 2015. Doctoral Dissertation, University of Wollongong. Accessed August 25, 2019. 1601 ANTHROPOLOGY, 1604 HUMAN GEOGRAPHY, 1608 SOCIOLOGY, 1699 OTHER STUDIES IN HUMAN SOCIETY ; https://ro.uow.edu.au/theses/4345.

MLA Handbook (7th Edition):

Sisco, Ashley. “Honouring the Kaswenta (Two Row Wampum): A Framework For Consultation With Indigenous Communities In Canada and Australia.” 2015. Web. 25 Aug 2019.

Vancouver:

Sisco A. Honouring the Kaswenta (Two Row Wampum): A Framework For Consultation With Indigenous Communities In Canada and Australia. [Internet] [Doctoral dissertation]. University of Wollongong; 2015. [cited 2019 Aug 25]. Available from: 1601 ANTHROPOLOGY, 1604 HUMAN GEOGRAPHY, 1608 SOCIOLOGY, 1699 OTHER STUDIES IN HUMAN SOCIETY ; https://ro.uow.edu.au/theses/4345.

Council of Science Editors:

Sisco A. Honouring the Kaswenta (Two Row Wampum): A Framework For Consultation With Indigenous Communities In Canada and Australia. [Doctoral Dissertation]. University of Wollongong; 2015. Available from: 1601 ANTHROPOLOGY, 1604 HUMAN GEOGRAPHY, 1608 SOCIOLOGY, 1699 OTHER STUDIES IN HUMAN SOCIETY ; https://ro.uow.edu.au/theses/4345


University of Newcastle

9. Williams, Laurel. People places and pathways in NSW Aboriginal education: the impact of Aboriginal community on education provision in NSW.

Degree: PhD, 2014, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

The purpose of this research is to investigate the impact that Aboriginal community people have had on education(more)

Subjects/Keywords: Aboriginal education; education policy; Aboriginal community; oral histories

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APA (6th Edition):

Williams, L. (2014). People places and pathways in NSW Aboriginal education: the impact of Aboriginal community on education provision in NSW. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1052305

Chicago Manual of Style (16th Edition):

Williams, Laurel. “People places and pathways in NSW Aboriginal education: the impact of Aboriginal community on education provision in NSW.” 2014. Doctoral Dissertation, University of Newcastle. Accessed August 25, 2019. http://hdl.handle.net/1959.13/1052305.

MLA Handbook (7th Edition):

Williams, Laurel. “People places and pathways in NSW Aboriginal education: the impact of Aboriginal community on education provision in NSW.” 2014. Web. 25 Aug 2019.

Vancouver:

Williams L. People places and pathways in NSW Aboriginal education: the impact of Aboriginal community on education provision in NSW. [Internet] [Doctoral dissertation]. University of Newcastle; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1959.13/1052305.

Council of Science Editors:

Williams L. People places and pathways in NSW Aboriginal education: the impact of Aboriginal community on education provision in NSW. [Doctoral Dissertation]. University of Newcastle; 2014. Available from: http://hdl.handle.net/1959.13/1052305


University of Newcastle

10. Donovan, Michael Joseph. What form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students?.

Degree: PhD, 2016, University of Newcastle

Research Doctorate - Doctor of Philosophy (PhD)

This thesis was developed on the basis of Aboriginal educational practices that have been acknowledged in the field… (more)

Subjects/Keywords: Aboriginal education; Aboriginal pedagogy; school-age students; Aboriginal voice; quality teaching; Indigenous education; pedagogy; Aboriginal standpoint

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APA (6th Edition):

Donovan, M. J. (2016). What form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students?. (Doctoral Dissertation). University of Newcastle. Retrieved from http://hdl.handle.net/1959.13/1321369

Chicago Manual of Style (16th Edition):

Donovan, Michael Joseph. “What form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students?.” 2016. Doctoral Dissertation, University of Newcastle. Accessed August 25, 2019. http://hdl.handle.net/1959.13/1321369.

MLA Handbook (7th Edition):

Donovan, Michael Joseph. “What form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students?.” 2016. Web. 25 Aug 2019.

Vancouver:

Donovan MJ. What form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students?. [Internet] [Doctoral dissertation]. University of Newcastle; 2016. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1959.13/1321369.

Council of Science Editors:

Donovan MJ. What form(s) of pedagogy are necessary for increasing the engagement of Aboriginal school students?. [Doctoral Dissertation]. University of Newcastle; 2016. Available from: http://hdl.handle.net/1959.13/1321369


University of Alberta

11. Kemble, Tibetha A D. First Nation, Dead Last: Reframing the Aboriginal Head Start On-Reserve Program through the lens of policy texts and statistical representations.

Degree: MEd, Department of Educational Policy Studies, 2013, University of Alberta

Aboriginal children on-reserves across Canada are lagging far behind their non-Aboriginal counterparts with regard to educational achievement. Related research and statistics provide evidence that a… (more)

Subjects/Keywords: Aboriginal Head Start On-Reserve Program; Aboriginal Early Childhood Education

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APA (6th Edition):

Kemble, T. A. D. (2013). First Nation, Dead Last: Reframing the Aboriginal Head Start On-Reserve Program through the lens of policy texts and statistical representations. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/s7526d81s

Chicago Manual of Style (16th Edition):

Kemble, Tibetha A D. “First Nation, Dead Last: Reframing the Aboriginal Head Start On-Reserve Program through the lens of policy texts and statistical representations.” 2013. Masters Thesis, University of Alberta. Accessed August 25, 2019. https://era.library.ualberta.ca/files/s7526d81s.

MLA Handbook (7th Edition):

Kemble, Tibetha A D. “First Nation, Dead Last: Reframing the Aboriginal Head Start On-Reserve Program through the lens of policy texts and statistical representations.” 2013. Web. 25 Aug 2019.

Vancouver:

Kemble TAD. First Nation, Dead Last: Reframing the Aboriginal Head Start On-Reserve Program through the lens of policy texts and statistical representations. [Internet] [Masters thesis]. University of Alberta; 2013. [cited 2019 Aug 25]. Available from: https://era.library.ualberta.ca/files/s7526d81s.

Council of Science Editors:

Kemble TAD. First Nation, Dead Last: Reframing the Aboriginal Head Start On-Reserve Program through the lens of policy texts and statistical representations. [Masters Thesis]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/s7526d81s


University of Technology, Sydney

12. Rose, Miranda. 'Knowledge is power' : Aboriginal Healthworkers' perspectives on their practice, education and communities.

Degree: 2014, University of Technology, Sydney

 This study explores Aboriginal Healthworkers’ workplace roles and practice, their education and training, community experience and their discourse about these topics. Aboriginal Healthworkers fulfil a… (more)

Subjects/Keywords: Aboriginal healthworkers.; New South Wales.; Aboriginal healthworker education.

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APA (6th Edition):

Rose, M. (2014). 'Knowledge is power' : Aboriginal Healthworkers' perspectives on their practice, education and communities. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/28071

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):

Rose, Miranda. “'Knowledge is power' : Aboriginal Healthworkers' perspectives on their practice, education and communities.” 2014. Thesis, University of Technology, Sydney. Accessed August 25, 2019. http://hdl.handle.net/10453/28071.

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

MLA Handbook (7th Edition):

Rose, Miranda. “'Knowledge is power' : Aboriginal Healthworkers' perspectives on their practice, education and communities.” 2014. Web. 25 Aug 2019.

Vancouver:

Rose M. 'Knowledge is power' : Aboriginal Healthworkers' perspectives on their practice, education and communities. [Internet] [Thesis]. University of Technology, Sydney; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10453/28071.

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

Council of Science Editors:

Rose M. 'Knowledge is power' : Aboriginal Healthworkers' perspectives on their practice, education and communities. [Thesis]. University of Technology, Sydney; 2014. Available from: http://hdl.handle.net/10453/28071

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


University of Saskatchewan

13. Weir, Helen. The politics of institutional development : an examination of aboriginal post-secondary institutions in British Columbia and Saskatchewan.

Degree: 2003, University of Saskatchewan

 The central objective of this study is to examine the politics and policies regarding the development and operation of Aboriginal controlled post-secondary institutions, especially First… (more)

Subjects/Keywords: Aboriginal education  – Canada; Aboriginal rights

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APA (6th Edition):

Weir, H. (2003). The politics of institutional development : an examination of aboriginal post-secondary institutions in British Columbia and Saskatchewan. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-03132008-085954

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):

Weir, Helen. “The politics of institutional development : an examination of aboriginal post-secondary institutions in British Columbia and Saskatchewan.” 2003. Thesis, University of Saskatchewan. Accessed August 25, 2019. http://hdl.handle.net/10388/etd-03132008-085954.

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

MLA Handbook (7th Edition):

Weir, Helen. “The politics of institutional development : an examination of aboriginal post-secondary institutions in British Columbia and Saskatchewan.” 2003. Web. 25 Aug 2019.

Vancouver:

Weir H. The politics of institutional development : an examination of aboriginal post-secondary institutions in British Columbia and Saskatchewan. [Internet] [Thesis]. University of Saskatchewan; 2003. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10388/etd-03132008-085954.

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

Council of Science Editors:

Weir H. The politics of institutional development : an examination of aboriginal post-secondary institutions in British Columbia and Saskatchewan. [Thesis]. University of Saskatchewan; 2003. Available from: http://hdl.handle.net/10388/etd-03132008-085954

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


Edith Cowan University

14. Truscott, Keith. "More than three "Rs" in the classroom" : a case study in Aboriginal tertiary business education.

Degree: 2011, Edith Cowan University

 This was an investigation of factors that assisted Australian Aboriginal students complete or incomplete a business course at a University in Perth between 2000 and… (more)

Subjects/Keywords: Aboriginal education; Aboriginal history; Aboriginal status; Aboriginal business course; Resilience; Engagement at the cultural boundaries; Indigenous critical theory; Aboriginal tertiary education; Aboriginal Australians - Education (Higher) - Australia; Aboriginal Australians - Education (Higher) - Australia - Case studies; Educational equalization - Australia; Business education  – Australia; Business; Higher Education

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APA (6th Edition):

Truscott, K. (2011). "More than three "Rs" in the classroom" : a case study in Aboriginal tertiary business education. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/925

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):

Truscott, Keith. “"More than three "Rs" in the classroom" : a case study in Aboriginal tertiary business education.” 2011. Thesis, Edith Cowan University. Accessed August 25, 2019. http://ro.ecu.edu.au/theses/925.

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

MLA Handbook (7th Edition):

Truscott, Keith. “"More than three "Rs" in the classroom" : a case study in Aboriginal tertiary business education.” 2011. Web. 25 Aug 2019.

Vancouver:

Truscott K. "More than three "Rs" in the classroom" : a case study in Aboriginal tertiary business education. [Internet] [Thesis]. Edith Cowan University; 2011. [cited 2019 Aug 25]. Available from: http://ro.ecu.edu.au/theses/925.

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

Council of Science Editors:

Truscott K. "More than three "Rs" in the classroom" : a case study in Aboriginal tertiary business education. [Thesis]. Edith Cowan University; 2011. Available from: http://ro.ecu.edu.au/theses/925

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


University of Alberta

15. Lessard, Sean Michael. Red Worn Runners A Narrative Inquiry into the Stories of Aboriginal Youth and Families in Urban Settings.

Degree: PhD, Department of Elementary Education, 2014, University of Alberta

 Drawing on an earlier narrative inquiry with youth who left school prior to graduating and an experience with creating a responsive summer school program for… (more)

Subjects/Keywords: Narrative Inquiry; Indigenous Curriculum; Aboriginal Education

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APA (6th Edition):

Lessard, S. M. (2014). Red Worn Runners A Narrative Inquiry into the Stories of Aboriginal Youth and Families in Urban Settings. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/zp38wc863

Chicago Manual of Style (16th Edition):

Lessard, Sean Michael. “Red Worn Runners A Narrative Inquiry into the Stories of Aboriginal Youth and Families in Urban Settings.” 2014. Doctoral Dissertation, University of Alberta. Accessed August 25, 2019. https://era.library.ualberta.ca/files/zp38wc863.

MLA Handbook (7th Edition):

Lessard, Sean Michael. “Red Worn Runners A Narrative Inquiry into the Stories of Aboriginal Youth and Families in Urban Settings.” 2014. Web. 25 Aug 2019.

Vancouver:

Lessard SM. Red Worn Runners A Narrative Inquiry into the Stories of Aboriginal Youth and Families in Urban Settings. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2019 Aug 25]. Available from: https://era.library.ualberta.ca/files/zp38wc863.

Council of Science Editors:

Lessard SM. Red Worn Runners A Narrative Inquiry into the Stories of Aboriginal Youth and Families in Urban Settings. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/zp38wc863


University of Alberta

16. Hodgkins, Andrew, P. Regulation of Vocational Education and Training Fields in Northern Canada.

Degree: PhD, Department of Educational Policy Studies, 2013, University of Alberta

 This dissertation examines vocational education and training (VET) partnership programs designed to increase aboriginal participation in the skilled trades. Pre-apprenticeship training programs were examined in… (more)

Subjects/Keywords: Training; northern Canada; Vocational Education; Aboriginal; Employment

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APA (6th Edition):

Hodgkins, Andrew, P. (2013). Regulation of Vocational Education and Training Fields in Northern Canada. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/bc386k45d

Chicago Manual of Style (16th Edition):

Hodgkins, Andrew, P. “Regulation of Vocational Education and Training Fields in Northern Canada.” 2013. Doctoral Dissertation, University of Alberta. Accessed August 25, 2019. https://era.library.ualberta.ca/files/bc386k45d.

MLA Handbook (7th Edition):

Hodgkins, Andrew, P. “Regulation of Vocational Education and Training Fields in Northern Canada.” 2013. Web. 25 Aug 2019.

Vancouver:

Hodgkins, Andrew P. Regulation of Vocational Education and Training Fields in Northern Canada. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2019 Aug 25]. Available from: https://era.library.ualberta.ca/files/bc386k45d.

Council of Science Editors:

Hodgkins, Andrew P. Regulation of Vocational Education and Training Fields in Northern Canada. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/bc386k45d


University of Western Australia

17. Henderson-Yates, Lynette Mariee. "I want to become something" : the participation, choices and success stories of Aboriginal youth in education.

Degree: PhD, 2011, University of Western Australia

[Truncated abstract] Aboriginal Australians experience a range of wellbeing issues that limit their chances of achieving optimum levels in health, education and employment. Education is… (more)

Subjects/Keywords: Aboriginal education; Participation; Choices; Success; Enablers; Constraints

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APA (6th Edition):

Henderson-Yates, L. M. (2011). "I want to become something" : the participation, choices and success stories of Aboriginal youth in education. (Doctoral Dissertation). University of Western Australia. Retrieved from http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=33354&local_base=GEN01-INS01

Chicago Manual of Style (16th Edition):

Henderson-Yates, Lynette Mariee. “"I want to become something" : the participation, choices and success stories of Aboriginal youth in education.” 2011. Doctoral Dissertation, University of Western Australia. Accessed August 25, 2019. http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=33354&local_base=GEN01-INS01.

MLA Handbook (7th Edition):

Henderson-Yates, Lynette Mariee. “"I want to become something" : the participation, choices and success stories of Aboriginal youth in education.” 2011. Web. 25 Aug 2019.

Vancouver:

Henderson-Yates LM. "I want to become something" : the participation, choices and success stories of Aboriginal youth in education. [Internet] [Doctoral dissertation]. University of Western Australia; 2011. [cited 2019 Aug 25]. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=33354&local_base=GEN01-INS01.

Council of Science Editors:

Henderson-Yates LM. "I want to become something" : the participation, choices and success stories of Aboriginal youth in education. [Doctoral Dissertation]. University of Western Australia; 2011. Available from: http://repository.uwa.edu.au:80/R/?func=dbin-jump-full&object_id=33354&local_base=GEN01-INS01


University of Saskatchewan

18. Vizina, Yvonne Nadine. Métis traditional environmental knowledge and science education.

Degree: 2010, University of Saskatchewan

 A chasm exists between science curriculum offered within K-12 and post-secondary education systems, and the needs of national and international decision-makers with respect to the… (more)

Subjects/Keywords: Lifelong Learning; Indigenous knowledge; Aboriginal Education

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APA (6th Edition):

Vizina, Y. N. (2010). Métis traditional environmental knowledge and science education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-09212010-213855

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):

Vizina, Yvonne Nadine. “Métis traditional environmental knowledge and science education.” 2010. Thesis, University of Saskatchewan. Accessed August 25, 2019. http://hdl.handle.net/10388/etd-09212010-213855.

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

MLA Handbook (7th Edition):

Vizina, Yvonne Nadine. “Métis traditional environmental knowledge and science education.” 2010. Web. 25 Aug 2019.

Vancouver:

Vizina YN. Métis traditional environmental knowledge and science education. [Internet] [Thesis]. University of Saskatchewan; 2010. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10388/etd-09212010-213855.

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

Council of Science Editors:

Vizina YN. Métis traditional environmental knowledge and science education. [Thesis]. University of Saskatchewan; 2010. Available from: http://hdl.handle.net/10388/etd-09212010-213855

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


University of Saskatchewan

19. Ducharme, Allan Andrew James. Aboriginal goals of education in Lac La Ronge, Montreal Lake and Timber Bay, Saskatchewan : a case study.

Degree: 1994, University of Saskatchewan

 The main purpose of this study was to determine if Aboriginal people prefer goals of education that reflect an Aboriginal or Western perspective in education.… (more)

Subjects/Keywords: education; Saskatchewan; aboriginal

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APA (6th Edition):

Ducharme, A. A. J. (1994). Aboriginal goals of education in Lac La Ronge, Montreal Lake and Timber Bay, Saskatchewan : a case study. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-01182007-144715

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):

Ducharme, Allan Andrew James. “Aboriginal goals of education in Lac La Ronge, Montreal Lake and Timber Bay, Saskatchewan : a case study.” 1994. Thesis, University of Saskatchewan. Accessed August 25, 2019. http://hdl.handle.net/10388/etd-01182007-144715.

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

MLA Handbook (7th Edition):

Ducharme, Allan Andrew James. “Aboriginal goals of education in Lac La Ronge, Montreal Lake and Timber Bay, Saskatchewan : a case study.” 1994. Web. 25 Aug 2019.

Vancouver:

Ducharme AAJ. Aboriginal goals of education in Lac La Ronge, Montreal Lake and Timber Bay, Saskatchewan : a case study. [Internet] [Thesis]. University of Saskatchewan; 1994. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10388/etd-01182007-144715.

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

Council of Science Editors:

Ducharme AAJ. Aboriginal goals of education in Lac La Ronge, Montreal Lake and Timber Bay, Saskatchewan : a case study. [Thesis]. University of Saskatchewan; 1994. Available from: http://hdl.handle.net/10388/etd-01182007-144715

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


University of Manitoba

20. Peden, Sherry. Dancing with the Elephant: teacher education for the inclusion of First Nations, Metis and Inuit histories, worldviews and pedagogies.

Degree: Education, 2011, University of Manitoba

 Although a plethora of educational initiatives over the past 30 years were developed with the goal of improving the academic success of Aboriginal students in… (more)

Subjects/Keywords: Aboriginal; First Nation; teacher education; racism

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APA (6th Edition):

Peden, S. (2011). Dancing with the Elephant: teacher education for the inclusion of First Nations, Metis and Inuit histories, worldviews and pedagogies. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/4809

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):

Peden, Sherry. “Dancing with the Elephant: teacher education for the inclusion of First Nations, Metis and Inuit histories, worldviews and pedagogies.” 2011. Thesis, University of Manitoba. Accessed August 25, 2019. http://hdl.handle.net/1993/4809.

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

MLA Handbook (7th Edition):

Peden, Sherry. “Dancing with the Elephant: teacher education for the inclusion of First Nations, Metis and Inuit histories, worldviews and pedagogies.” 2011. Web. 25 Aug 2019.

Vancouver:

Peden S. Dancing with the Elephant: teacher education for the inclusion of First Nations, Metis and Inuit histories, worldviews and pedagogies. [Internet] [Thesis]. University of Manitoba; 2011. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1993/4809.

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

Council of Science Editors:

Peden S. Dancing with the Elephant: teacher education for the inclusion of First Nations, Metis and Inuit histories, worldviews and pedagogies. [Thesis]. University of Manitoba; 2011. Available from: http://hdl.handle.net/1993/4809

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


University of Sydney

21. Fienberg, Thomas Bennett. Collaboration, Community and Co-composition: A Music Educator’s Ethnographic Account of Learning (through and from) Aboriginal and Torres Strait Islander Music .

Degree: 2019, University of Sydney

 As music education in Australia progresses towards a National Curriculum, questions of how best to teach the music of the country’s Aboriginal and Torres Strait… (more)

Subjects/Keywords: Aboriginal; Co-composition; Collaboration, Community, Music; Education

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APA (6th Edition):

Fienberg, T. B. (2019). Collaboration, Community and Co-composition: A Music Educator’s Ethnographic Account of Learning (through and from) Aboriginal and Torres Strait Islander Music . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/20791

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):

Fienberg, Thomas Bennett. “Collaboration, Community and Co-composition: A Music Educator’s Ethnographic Account of Learning (through and from) Aboriginal and Torres Strait Islander Music .” 2019. Thesis, University of Sydney. Accessed August 25, 2019. http://hdl.handle.net/2123/20791.

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

MLA Handbook (7th Edition):

Fienberg, Thomas Bennett. “Collaboration, Community and Co-composition: A Music Educator’s Ethnographic Account of Learning (through and from) Aboriginal and Torres Strait Islander Music .” 2019. Web. 25 Aug 2019.

Vancouver:

Fienberg TB. Collaboration, Community and Co-composition: A Music Educator’s Ethnographic Account of Learning (through and from) Aboriginal and Torres Strait Islander Music . [Internet] [Thesis]. University of Sydney; 2019. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/2123/20791.

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

Council of Science Editors:

Fienberg TB. Collaboration, Community and Co-composition: A Music Educator’s Ethnographic Account of Learning (through and from) Aboriginal and Torres Strait Islander Music . [Thesis]. University of Sydney; 2019. Available from: http://hdl.handle.net/2123/20791

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


Queens University

22. Catlin, Susan Jane. VOICE LESSONS: TEACHING AND WRITING IN THE NORTHWEST TERRITORIES .

Degree: Education, 2011, Queens University

 This dissertation investigates writing practices attuned to northern places. Eight experienced teachers from six regions in Canada’s Northwest Territories agreed to think-together in a study… (more)

Subjects/Keywords: ABORIGINAL EDUCATION; PLACE-CONSCIOUS WRITING PRACTICES

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APA (6th Edition):

Catlin, S. J. (2011). VOICE LESSONS: TEACHING AND WRITING IN THE NORTHWEST TERRITORIES . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6791

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):

Catlin, Susan Jane. “VOICE LESSONS: TEACHING AND WRITING IN THE NORTHWEST TERRITORIES .” 2011. Thesis, Queens University. Accessed August 25, 2019. http://hdl.handle.net/1974/6791.

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

MLA Handbook (7th Edition):

Catlin, Susan Jane. “VOICE LESSONS: TEACHING AND WRITING IN THE NORTHWEST TERRITORIES .” 2011. Web. 25 Aug 2019.

Vancouver:

Catlin SJ. VOICE LESSONS: TEACHING AND WRITING IN THE NORTHWEST TERRITORIES . [Internet] [Thesis]. Queens University; 2011. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1974/6791.

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

Council of Science Editors:

Catlin SJ. VOICE LESSONS: TEACHING AND WRITING IN THE NORTHWEST TERRITORIES . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6791

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


Queens University

23. Binkley, Lisa. ABSENCES, BIAS, AND NEW IDENTITIES: THE REPRESENTATION OF ABORIGINAL PEOPLES IN ONTARIO TEXTBOOKS AND CURRICULA, 1988-1999 .

Degree: Geography, 2011, Queens University

 Arguably, all Canadian students should have a profound knowledge of Aboriginal peoples’ contribution to Canada’s development as the original inhabitants of Canada. However, Aboriginal peoples… (more)

Subjects/Keywords: post-colonial; Aboriginal peoples; multiculturalism; education

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APA (6th Edition):

Binkley, L. (2011). ABSENCES, BIAS, AND NEW IDENTITIES: THE REPRESENTATION OF ABORIGINAL PEOPLES IN ONTARIO TEXTBOOKS AND CURRICULA, 1988-1999 . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6871

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):

Binkley, Lisa. “ABSENCES, BIAS, AND NEW IDENTITIES: THE REPRESENTATION OF ABORIGINAL PEOPLES IN ONTARIO TEXTBOOKS AND CURRICULA, 1988-1999 .” 2011. Thesis, Queens University. Accessed August 25, 2019. http://hdl.handle.net/1974/6871.

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

MLA Handbook (7th Edition):

Binkley, Lisa. “ABSENCES, BIAS, AND NEW IDENTITIES: THE REPRESENTATION OF ABORIGINAL PEOPLES IN ONTARIO TEXTBOOKS AND CURRICULA, 1988-1999 .” 2011. Web. 25 Aug 2019.

Vancouver:

Binkley L. ABSENCES, BIAS, AND NEW IDENTITIES: THE REPRESENTATION OF ABORIGINAL PEOPLES IN ONTARIO TEXTBOOKS AND CURRICULA, 1988-1999 . [Internet] [Thesis]. Queens University; 2011. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1974/6871.

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

Council of Science Editors:

Binkley L. ABSENCES, BIAS, AND NEW IDENTITIES: THE REPRESENTATION OF ABORIGINAL PEOPLES IN ONTARIO TEXTBOOKS AND CURRICULA, 1988-1999 . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6871

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


University of Victoria

24. Lowen, Corrine. Dialogue: understanding the process of collaborative policy making in Aboriginal education.

Degree: Program: Studies in Policy and Practice, 2011, University of Victoria

 Since 1999, Aboriginal Education policy in British Columbia requires School Districts to collaborate with their local Aboriginal communities to establish appropriate definitions of success, set… (more)

Subjects/Keywords: Aboriginal Education; Aboriginal Education Policy; Indigenous methodology; Institutional Ethnography; Indigenous ways of teaching and learning

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APA (6th Edition):

Lowen, C. (2011). Dialogue: understanding the process of collaborative policy making in Aboriginal education. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/3702

Chicago Manual of Style (16th Edition):

Lowen, Corrine. “Dialogue: understanding the process of collaborative policy making in Aboriginal education.” 2011. Masters Thesis, University of Victoria. Accessed August 25, 2019. http://hdl.handle.net/1828/3702.

MLA Handbook (7th Edition):

Lowen, Corrine. “Dialogue: understanding the process of collaborative policy making in Aboriginal education.” 2011. Web. 25 Aug 2019.

Vancouver:

Lowen C. Dialogue: understanding the process of collaborative policy making in Aboriginal education. [Internet] [Masters thesis]. University of Victoria; 2011. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1828/3702.

Council of Science Editors:

Lowen C. Dialogue: understanding the process of collaborative policy making in Aboriginal education. [Masters Thesis]. University of Victoria; 2011. Available from: http://hdl.handle.net/1828/3702


University of Manitoba

25. Chartrand, Rebecca. Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy.

Degree: Curriculum, Teaching and Learning, 2012, University of Manitoba

 Using a bifocal, place conscious Anishinaabe-Western/Euro-Canadian lens, the evolution of Aboriginal education is examined from a personal and professional perspective. Meaning surfaces from the lived-experiences… (more)

Subjects/Keywords: Aboriginal Education; Indigenous Education; First Nations Education; Anishinaabe education; Anishinaabe pedagogy

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APA (6th Edition):

Chartrand, R. (2012). Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31755

Chicago Manual of Style (16th Edition):

Chartrand, Rebecca. “Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy.” 2012. Masters Thesis, University of Manitoba. Accessed August 25, 2019. http://hdl.handle.net/1993/31755.

MLA Handbook (7th Edition):

Chartrand, Rebecca. “Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy.” 2012. Web. 25 Aug 2019.

Vancouver:

Chartrand R. Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy. [Internet] [Masters thesis]. University of Manitoba; 2012. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1993/31755.

Council of Science Editors:

Chartrand R. Redefining education through Anishinaabe pedagogy: a journey to clarify how Aboriginal education brought me to Anishinaabe pedagogy. [Masters Thesis]. University of Manitoba; 2012. Available from: http://hdl.handle.net/1993/31755

26. Harrison, Jodie Lynn. A Home at School: Building Stronger Indigenous People through Cultural Resurgence in an Urban Ontario Public School Context.

Degree: Social Justice and Equity Studies Program, 2013, Brock University

 In this thesis, I work through the educational narratives of young Aboriginal women and men as I explore the relationship between cultural programming and student… (more)

Subjects/Keywords: Aboriginal youth; Education; Aboriginal culture

Education and have had the honour of participating in a multicultural collaborative Aboriginal… …disengage from publicly funded education in Ontario. Why are young Aboriginal women and men '… …complicated concept. Prevailing approaches to Aboriginal education measure levels of '… …necessary for Aboriginal education for Self-determination. I utilize the term Aboriginal education… …as well as Aboriginal education for Self-determination is an extension of those lines of… 

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APA (6th Edition):

Harrison, J. L. (2013). A Home at School: Building Stronger Indigenous People through Cultural Resurgence in an Urban Ontario Public School Context. (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/4250

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):

Harrison, Jodie Lynn. “A Home at School: Building Stronger Indigenous People through Cultural Resurgence in an Urban Ontario Public School Context. ” 2013. Thesis, Brock University. Accessed August 25, 2019. http://hdl.handle.net/10464/4250.

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

MLA Handbook (7th Edition):

Harrison, Jodie Lynn. “A Home at School: Building Stronger Indigenous People through Cultural Resurgence in an Urban Ontario Public School Context. ” 2013. Web. 25 Aug 2019.

Vancouver:

Harrison JL. A Home at School: Building Stronger Indigenous People through Cultural Resurgence in an Urban Ontario Public School Context. [Internet] [Thesis]. Brock University; 2013. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10464/4250.

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

Council of Science Editors:

Harrison JL. A Home at School: Building Stronger Indigenous People through Cultural Resurgence in an Urban Ontario Public School Context. [Thesis]. Brock University; 2013. Available from: http://hdl.handle.net/10464/4250

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


Deakin University

27. Forsyth, Stephanie. Txeemsim and a journey of transformation— decolonizing post-secondary education.

Degree: 2014, Deakin University

 Colleges are the product of colonial government policies that established and support mainstream educational models. Eurocentric perspective dominates all aspects of these institutions and is… (more)

Subjects/Keywords: Education; Indigenous paradigm; Canada; Colonial education; Aboriginal education paradigm

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APA (6th Edition):

Forsyth, S. (2014). Txeemsim and a journey of transformation— decolonizing post-secondary education. (Thesis). Deakin University. Retrieved from http://hdl.handle.net/10536/DRO/DU:30079074

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):

Forsyth, Stephanie. “Txeemsim and a journey of transformation— decolonizing post-secondary education.” 2014. Thesis, Deakin University. Accessed August 25, 2019. http://hdl.handle.net/10536/DRO/DU:30079074.

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

MLA Handbook (7th Edition):

Forsyth, Stephanie. “Txeemsim and a journey of transformation— decolonizing post-secondary education.” 2014. Web. 25 Aug 2019.

Vancouver:

Forsyth S. Txeemsim and a journey of transformation— decolonizing post-secondary education. [Internet] [Thesis]. Deakin University; 2014. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/10536/DRO/DU:30079074.

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

Council of Science Editors:

Forsyth S. Txeemsim and a journey of transformation— decolonizing post-secondary education. [Thesis]. Deakin University; 2014. Available from: http://hdl.handle.net/10536/DRO/DU:30079074

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


University of Toronto

28. Chacaby, Maya. Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization.

Degree: 2011, University of Toronto

In Anishinaabemowin (Ojibwe language), Kipimoojikewin refers to our inheritance, or the things we carry with us. While Anishinaabemowin, Anishinaabe (Ojibwe) pedagogy and research practices are… (more)

Subjects/Keywords: Anishinaabe pedagogy; Ojibwe language; Ojibwe philosophy; Anishinaabemowin; Aboriginal worldview; Aboriginal education; self-determination; Anishinaabe axiology; Indigenous language revitalization; Aboriginal pedagogy; Aboriginal research; colonization; 0515; 0422; 0998; 0279; 0740

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APA (6th Edition):

Chacaby, M. (2011). Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30080

Chicago Manual of Style (16th Edition):

Chacaby, Maya. “Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization.” 2011. Masters Thesis, University of Toronto. Accessed August 25, 2019. http://hdl.handle.net/1807/30080.

MLA Handbook (7th Edition):

Chacaby, Maya. “Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization.” 2011. Web. 25 Aug 2019.

Vancouver:

Chacaby M. Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Aug 25]. Available from: http://hdl.handle.net/1807/30080.

Council of Science Editors:

Chacaby M. Kipimoojikewin: Articulating Anishinaabe Pedagogy Through Anishinaabemowin (Ojibwe Language) Revitalization. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30080


Central Queensland University

29. Benveniste, TC. Beyond boarding: An exploration of post-boarding school expectations, experiences and outcomes for remote Aboriginal students, their families and their communities.

Degree: 2018, Central Queensland University

Benveniste, TC ORCiD: 0000-0002-7189-5118

Education delivery and outcomes in remote Australia frequently feature in political, educational and research discourses. In particular, improving educational outcomes for… (more)

Subjects/Keywords: Boarding School; remote education; aboriginal education; social psychology; residential programs; 130301 Aboriginal and Torres Strait Islander Education; 170103 Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Benveniste, T. (2018). Beyond boarding: An exploration of post-boarding school expectations, experiences and outcomes for remote Aboriginal students, their families and their communities. (Thesis). Central Queensland University. Retrieved from http://hdl.cqu.edu.au/10018/1255571 ; http://dx.doi.org/10.25946/5beb7a3af7a38

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):

Benveniste, TC. “Beyond boarding: An exploration of post-boarding school expectations, experiences and outcomes for remote Aboriginal students, their families and their communities.” 2018. Thesis, Central Queensland University. Accessed August 25, 2019. http://hdl.cqu.edu.au/10018/1255571 ; http://dx.doi.org/10.25946/5beb7a3af7a38.

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

MLA Handbook (7th Edition):

Benveniste, TC. “Beyond boarding: An exploration of post-boarding school expectations, experiences and outcomes for remote Aboriginal students, their families and their communities.” 2018. Web. 25 Aug 2019.

Vancouver:

Benveniste T. Beyond boarding: An exploration of post-boarding school expectations, experiences and outcomes for remote Aboriginal students, their families and their communities. [Internet] [Thesis]. Central Queensland University; 2018. [cited 2019 Aug 25]. Available from: http://hdl.cqu.edu.au/10018/1255571 ; http://dx.doi.org/10.25946/5beb7a3af7a38.

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

Council of Science Editors:

Benveniste T. Beyond boarding: An exploration of post-boarding school expectations, experiences and outcomes for remote Aboriginal students, their families and their communities. [Thesis]. Central Queensland University; 2018. Available from: http://hdl.cqu.edu.au/10018/1255571 ; http://dx.doi.org/10.25946/5beb7a3af7a38

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


Central Queensland University

30. Benveniste, TC. Beyond boarding: An exploration of post-boarding school expectations, experiences and outcomes for remote Aboriginal students, their families and their communities.

Degree: 2018, Central Queensland University

Benveniste, TC ORCiD: 0000-0002-7189-5118

Education delivery and outcomes in remote Australia frequently feature in political, educational and research discourses. In particular, improving educational outcomes for… (more)

Subjects/Keywords: Boarding School; remote education; aboriginal education; social psychology; residential programs; 130301 Aboriginal and Torres Strait Islander Education; 170103 Educational Psychology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Benveniste, T. (2018). Beyond boarding: An exploration of post-boarding school expectations, experiences and outcomes for remote Aboriginal students, their families and their communities. (Thesis). Central Queensland University. Retrieved from http://hdl.cqu.edu.au/10018/1254983 ; http://dx.doi.org/10.25946/5beb7a3af7a38

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):

Benveniste, TC. “Beyond boarding: An exploration of post-boarding school expectations, experiences and outcomes for remote Aboriginal students, their families and their communities.” 2018. Thesis, Central Queensland University. Accessed August 25, 2019. http://hdl.cqu.edu.au/10018/1254983 ; http://dx.doi.org/10.25946/5beb7a3af7a38.

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

MLA Handbook (7th Edition):

Benveniste, TC. “Beyond boarding: An exploration of post-boarding school expectations, experiences and outcomes for remote Aboriginal students, their families and their communities.” 2018. Web. 25 Aug 2019.

Vancouver:

Benveniste T. Beyond boarding: An exploration of post-boarding school expectations, experiences and outcomes for remote Aboriginal students, their families and their communities. [Internet] [Thesis]. Central Queensland University; 2018. [cited 2019 Aug 25]. Available from: http://hdl.cqu.edu.au/10018/1254983 ; http://dx.doi.org/10.25946/5beb7a3af7a38.

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

Council of Science Editors:

Benveniste T. Beyond boarding: An exploration of post-boarding school expectations, experiences and outcomes for remote Aboriginal students, their families and their communities. [Thesis]. Central Queensland University; 2018. Available from: http://hdl.cqu.edu.au/10018/1254983 ; http://dx.doi.org/10.25946/5beb7a3af7a38

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

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