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You searched for subject:(Arts Informed Research). Showing records 1 – 19 of 19 total matches.

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Syracuse University

1. Burdick, Corrie. Old Broken Crayons: Adolescent Artists with Autism in Art Education.

Degree: PhD, Teaching and Leadership, 2011, Syracuse University

  This research engages a combined qualitative methodology of arts-informed research and critical descriptive ethnography to study thirteen adolescent artists with autism as they engage… (more)

Subjects/Keywords: Adolescence; Art Education; Arts Informed Research; Autism; Disability Studies; Education

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APA (6th Edition):

Burdick, C. (2011). Old Broken Crayons: Adolescent Artists with Autism in Art Education. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/tl_etd/234

Chicago Manual of Style (16th Edition):

Burdick, Corrie. “Old Broken Crayons: Adolescent Artists with Autism in Art Education.” 2011. Doctoral Dissertation, Syracuse University. Accessed December 09, 2019. https://surface.syr.edu/tl_etd/234.

MLA Handbook (7th Edition):

Burdick, Corrie. “Old Broken Crayons: Adolescent Artists with Autism in Art Education.” 2011. Web. 09 Dec 2019.

Vancouver:

Burdick C. Old Broken Crayons: Adolescent Artists with Autism in Art Education. [Internet] [Doctoral dissertation]. Syracuse University; 2011. [cited 2019 Dec 09]. Available from: https://surface.syr.edu/tl_etd/234.

Council of Science Editors:

Burdick C. Old Broken Crayons: Adolescent Artists with Autism in Art Education. [Doctoral Dissertation]. Syracuse University; 2011. Available from: https://surface.syr.edu/tl_etd/234

2. Sandhu, Megan. University-Community Partnerships: An Action-Humanities Approach to Addressing Homelessness.

Degree: PhD, Humanities, 2017, York University

 This dissertation is a study of the function of the 21st century Canadian university and how it engages with communities to address social issues such… (more)

Subjects/Keywords: Social research; Homelessness; Universities; Community-University Partnerships; Action-Humanities; Humanities; Education; Research; Representation; Advocacy; Ethics; Arts-informed Research; Participatory Arts-Informed Research; Action-Research; Poverty; Housing; Housing-First; Radical Humanities

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APA (6th Edition):

Sandhu, M. (2017). University-Community Partnerships: An Action-Humanities Approach to Addressing Homelessness. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/33346

Chicago Manual of Style (16th Edition):

Sandhu, Megan. “University-Community Partnerships: An Action-Humanities Approach to Addressing Homelessness.” 2017. Doctoral Dissertation, York University. Accessed December 09, 2019. http://hdl.handle.net/10315/33346.

MLA Handbook (7th Edition):

Sandhu, Megan. “University-Community Partnerships: An Action-Humanities Approach to Addressing Homelessness.” 2017. Web. 09 Dec 2019.

Vancouver:

Sandhu M. University-Community Partnerships: An Action-Humanities Approach to Addressing Homelessness. [Internet] [Doctoral dissertation]. York University; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10315/33346.

Council of Science Editors:

Sandhu M. University-Community Partnerships: An Action-Humanities Approach to Addressing Homelessness. [Doctoral Dissertation]. York University; 2017. Available from: http://hdl.handle.net/10315/33346


University of Miami

3. Durán, Mónica Alexandra. Visual Narratives and Metaphors as Tools for Teaching in the Foreign Language Classroom: A Sociocultural and Critical Perspective.

Degree: PhD, Modern Languages and Literatures (Arts and Sciences), 2015, University of Miami

 This dissertation studies the teaching of visual and metaphorical representations as thinking tools in second language (L2) classrooms from a Sociocultural Theory (SCT) framework. It… (more)

Subjects/Keywords: Sociocultural Theory; Foreign and Second Language Teaching; Metaphor and Visualization; Digital Storytelling; Arts-Informed Research

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APA (6th Edition):

Durán, M. A. (2015). Visual Narratives and Metaphors as Tools for Teaching in the Foreign Language Classroom: A Sociocultural and Critical Perspective. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1425

Chicago Manual of Style (16th Edition):

Durán, Mónica Alexandra. “Visual Narratives and Metaphors as Tools for Teaching in the Foreign Language Classroom: A Sociocultural and Critical Perspective.” 2015. Doctoral Dissertation, University of Miami. Accessed December 09, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1425.

MLA Handbook (7th Edition):

Durán, Mónica Alexandra. “Visual Narratives and Metaphors as Tools for Teaching in the Foreign Language Classroom: A Sociocultural and Critical Perspective.” 2015. Web. 09 Dec 2019.

Vancouver:

Durán MA. Visual Narratives and Metaphors as Tools for Teaching in the Foreign Language Classroom: A Sociocultural and Critical Perspective. [Internet] [Doctoral dissertation]. University of Miami; 2015. [cited 2019 Dec 09]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1425.

Council of Science Editors:

Durán MA. Visual Narratives and Metaphors as Tools for Teaching in the Foreign Language Classroom: A Sociocultural and Critical Perspective. [Doctoral Dissertation]. University of Miami; 2015. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1425


Washington State University

4. [No author]. REPLIES TO WOUNDS: MEANING ACROSS MULTIPLE EKPHRASIC .

Degree: 2016, Washington State University

 The purpose of this study was to describe hermeneutic phenomenological research on the Washington State University Clothesline Project (1993–2012) and ekphrasic artefacts about the experience… (more)

Subjects/Keywords: Education; Pedagogy; Aesthetics; Agonistic activism; Arts-informed research; Ekphrasic; Interpersonal violence; Parallaxic praxis; Transformative education

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APA (6th Edition):

author], [. (2016). REPLIES TO WOUNDS: MEANING ACROSS MULTIPLE EKPHRASIC . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/12049

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):

author], [No. “REPLIES TO WOUNDS: MEANING ACROSS MULTIPLE EKPHRASIC .” 2016. Thesis, Washington State University. Accessed December 09, 2019. http://hdl.handle.net/2376/12049.

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

MLA Handbook (7th Edition):

author], [No. “REPLIES TO WOUNDS: MEANING ACROSS MULTIPLE EKPHRASIC .” 2016. Web. 09 Dec 2019.

Vancouver:

author] [. REPLIES TO WOUNDS: MEANING ACROSS MULTIPLE EKPHRASIC . [Internet] [Thesis]. Washington State University; 2016. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/2376/12049.

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

Council of Science Editors:

author] [. REPLIES TO WOUNDS: MEANING ACROSS MULTIPLE EKPHRASIC . [Thesis]. Washington State University; 2016. Available from: http://hdl.handle.net/2376/12049

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


Victoria University of Wellington

5. Burford, James (Jamie). (The) Margin(s) Speak! A Multifaceted Examination of Practising ‘Men who have Sex with Men’ Development in Bangkok.

Degree: 2010, Victoria University of Wellington

 In this study, I explore the experiences and understandings of twenty-seven participants involved with ‘men who have sex with men’ (MSM) development interventions in Bangkok,… (more)

Subjects/Keywords: Alternative theses; Performative writing; Arts-informed methodologies; Queer research representation; Power; Agency; Thailand; MSM; Queering Development

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APA (6th Edition):

Burford, J. (. (2010). (The) Margin(s) Speak! A Multifaceted Examination of Practising ‘Men who have Sex with Men’ Development in Bangkok. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1645

Chicago Manual of Style (16th Edition):

Burford, James (Jamie). “(The) Margin(s) Speak! A Multifaceted Examination of Practising ‘Men who have Sex with Men’ Development in Bangkok.” 2010. Masters Thesis, Victoria University of Wellington. Accessed December 09, 2019. http://hdl.handle.net/10063/1645.

MLA Handbook (7th Edition):

Burford, James (Jamie). “(The) Margin(s) Speak! A Multifaceted Examination of Practising ‘Men who have Sex with Men’ Development in Bangkok.” 2010. Web. 09 Dec 2019.

Vancouver:

Burford J(. (The) Margin(s) Speak! A Multifaceted Examination of Practising ‘Men who have Sex with Men’ Development in Bangkok. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10063/1645.

Council of Science Editors:

Burford J(. (The) Margin(s) Speak! A Multifaceted Examination of Practising ‘Men who have Sex with Men’ Development in Bangkok. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1645


University of Toronto

6. Moore, Jennifer Bronwen. Walking (or Jogging) the Talk: Healthcare Professionals' Experiences of Taking Care of their Own Health.

Degree: 2010, University of Toronto

Many healthcare providers are at risk of compassion fatigue and burnout from prolonged occupational stress, which can adversely affect workers, patients, and the healthcare system.… (more)

Subjects/Keywords: healthcare professional; self-care; arts-informed research; wellness; healthcare worker; health promotion; compassion fatigue; burnout; 0350; 0354; 0566

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APA (6th Edition):

Moore, J. B. (2010). Walking (or Jogging) the Talk: Healthcare Professionals' Experiences of Taking Care of their Own Health. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25664

Chicago Manual of Style (16th Edition):

Moore, Jennifer Bronwen. “Walking (or Jogging) the Talk: Healthcare Professionals' Experiences of Taking Care of their Own Health.” 2010. Masters Thesis, University of Toronto. Accessed December 09, 2019. http://hdl.handle.net/1807/25664.

MLA Handbook (7th Edition):

Moore, Jennifer Bronwen. “Walking (or Jogging) the Talk: Healthcare Professionals' Experiences of Taking Care of their Own Health.” 2010. Web. 09 Dec 2019.

Vancouver:

Moore JB. Walking (or Jogging) the Talk: Healthcare Professionals' Experiences of Taking Care of their Own Health. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1807/25664.

Council of Science Editors:

Moore JB. Walking (or Jogging) the Talk: Healthcare Professionals' Experiences of Taking Care of their Own Health. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25664


University of Toronto

7. Bailey, Erika J. M. Paddling as Place Arts-informed Inquiry into Experiential Learning of Place and Ecological Identity.

Degree: 2010, University of Toronto

I explore how recreational canoeists develop sense of place developed and ecological identity through experience. The intersection between artefact and narrative is the entry-point of… (more)

Subjects/Keywords: experiential learning; sense of place; ecological identity; arts-informed research; narrative inquiry; canoe trips; canoeists; artefact; writing inquiry; 0516

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APA (6th Edition):

Bailey, E. J. M. (2010). Paddling as Place Arts-informed Inquiry into Experiential Learning of Place and Ecological Identity. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/32913

Chicago Manual of Style (16th Edition):

Bailey, Erika J M. “Paddling as Place Arts-informed Inquiry into Experiential Learning of Place and Ecological Identity.” 2010. Masters Thesis, University of Toronto. Accessed December 09, 2019. http://hdl.handle.net/1807/32913.

MLA Handbook (7th Edition):

Bailey, Erika J M. “Paddling as Place Arts-informed Inquiry into Experiential Learning of Place and Ecological Identity.” 2010. Web. 09 Dec 2019.

Vancouver:

Bailey EJM. Paddling as Place Arts-informed Inquiry into Experiential Learning of Place and Ecological Identity. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1807/32913.

Council of Science Editors:

Bailey EJM. Paddling as Place Arts-informed Inquiry into Experiential Learning of Place and Ecological Identity. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/32913


Wilfrid Laurier University

8. Furman, Ellis. Bye Bye Binary: Exploring Non-Binary Youths' Experiences of Mental Health, Discrimination, and Community Belongingness.

Degree: 2017, Wilfrid Laurier University

 In recent years, there has been an increase in research focusing on the impacts of social exclusion and discrimination on the mental health of transgender… (more)

Subjects/Keywords: non-binary; transgender; arts-informed; body mapping; community-based participatory research; Community-Based Research; Community Psychology; Gender and Sexuality; Lesbian, Gay, Bisexual, and Transgender Studies

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APA (6th Edition):

Furman, E. (2017). Bye Bye Binary: Exploring Non-Binary Youths' Experiences of Mental Health, Discrimination, and Community Belongingness. (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/1933

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):

Furman, Ellis. “Bye Bye Binary: Exploring Non-Binary Youths' Experiences of Mental Health, Discrimination, and Community Belongingness.” 2017. Thesis, Wilfrid Laurier University. Accessed December 09, 2019. https://scholars.wlu.ca/etd/1933.

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

MLA Handbook (7th Edition):

Furman, Ellis. “Bye Bye Binary: Exploring Non-Binary Youths' Experiences of Mental Health, Discrimination, and Community Belongingness.” 2017. Web. 09 Dec 2019.

Vancouver:

Furman E. Bye Bye Binary: Exploring Non-Binary Youths' Experiences of Mental Health, Discrimination, and Community Belongingness. [Internet] [Thesis]. Wilfrid Laurier University; 2017. [cited 2019 Dec 09]. Available from: https://scholars.wlu.ca/etd/1933.

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

Council of Science Editors:

Furman E. Bye Bye Binary: Exploring Non-Binary Youths' Experiences of Mental Health, Discrimination, and Community Belongingness. [Thesis]. Wilfrid Laurier University; 2017. Available from: https://scholars.wlu.ca/etd/1933

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


University of Toronto

9. Wyper, Laura. R.A.G.E.: Reflections on Acts of Gendered Violence and our Educational Lives.

Degree: 2012, University of Toronto

This is an arts-informed qualitative research study looking at violence against women and how it affects their educational outcomes. It uses an art installation in… (more)

Subjects/Keywords: arts-informed; qualitative research study; violence against women; educational outcomes; art installation; feminist research lens; participatory practice; storytelling; transformation; community development; 0516

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APA (6th Edition):

Wyper, L. (2012). R.A.G.E.: Reflections on Acts of Gendered Violence and our Educational Lives. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/33683

Chicago Manual of Style (16th Edition):

Wyper, Laura. “R.A.G.E.: Reflections on Acts of Gendered Violence and our Educational Lives.” 2012. Masters Thesis, University of Toronto. Accessed December 09, 2019. http://hdl.handle.net/1807/33683.

MLA Handbook (7th Edition):

Wyper, Laura. “R.A.G.E.: Reflections on Acts of Gendered Violence and our Educational Lives.” 2012. Web. 09 Dec 2019.

Vancouver:

Wyper L. R.A.G.E.: Reflections on Acts of Gendered Violence and our Educational Lives. [Internet] [Masters thesis]. University of Toronto; 2012. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1807/33683.

Council of Science Editors:

Wyper L. R.A.G.E.: Reflections on Acts of Gendered Violence and our Educational Lives. [Masters Thesis]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/33683


University of Toronto

10. James, Rachel. To Care for the Dying: A Sonic Exploration.

Degree: 2011, University of Toronto

 This audio documentary explores the contemporary landscape of death and dying with specific focus on caregiving, the process of cultivating personal death value systems, and… (more)

Subjects/Keywords: death; dying; caregiving; end-of-life; audio documentary; journalism; intergenerational exchange; health care; medicine; aging; hospice; united states; radio; arts-informed research

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APA (6th Edition):

James, R. (2011). To Care for the Dying: A Sonic Exploration. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/30163

Chicago Manual of Style (16th Edition):

James, Rachel. “To Care for the Dying: A Sonic Exploration.” 2011. Masters Thesis, University of Toronto. Accessed December 09, 2019. http://hdl.handle.net/1807/30163.

MLA Handbook (7th Edition):

James, Rachel. “To Care for the Dying: A Sonic Exploration.” 2011. Web. 09 Dec 2019.

Vancouver:

James R. To Care for the Dying: A Sonic Exploration. [Internet] [Masters thesis]. University of Toronto; 2011. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1807/30163.

Council of Science Editors:

James R. To Care for the Dying: A Sonic Exploration. [Masters Thesis]. University of Toronto; 2011. Available from: http://hdl.handle.net/1807/30163

11. Zatzman, Samahra Ariele. Faculty Development Practices Supporting Students with Disabilities: Monologues From A University Case Study.

Degree: MEd - Master of Education, Education, 2017, York University

 This qualitative, arts-based research [ABR] opens dialogue and contributes to the limited literature on Canadian faculty development practices supporting students with disabilities. The project explores… (more)

Subjects/Keywords: Education; Post-Secondary Education; Higher Education; University; Qualitative research; Mixed qualitative methods; Arts-Based Research; Research Informed Theatre; Research-Based Theatre; Case Study; Faculty Development; Students with Disabilities; Disability; Accessibility; Social Model of Disability; Lived Experiences; Ontario; Canada; Toronto

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APA (6th Edition):

Zatzman, S. A. (2017). Faculty Development Practices Supporting Students with Disabilities: Monologues From A University Case Study. (Masters Thesis). York University. Retrieved from http://hdl.handle.net/10315/33580

Chicago Manual of Style (16th Edition):

Zatzman, Samahra Ariele. “Faculty Development Practices Supporting Students with Disabilities: Monologues From A University Case Study.” 2017. Masters Thesis, York University. Accessed December 09, 2019. http://hdl.handle.net/10315/33580.

MLA Handbook (7th Edition):

Zatzman, Samahra Ariele. “Faculty Development Practices Supporting Students with Disabilities: Monologues From A University Case Study.” 2017. Web. 09 Dec 2019.

Vancouver:

Zatzman SA. Faculty Development Practices Supporting Students with Disabilities: Monologues From A University Case Study. [Internet] [Masters thesis]. York University; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10315/33580.

Council of Science Editors:

Zatzman SA. Faculty Development Practices Supporting Students with Disabilities: Monologues From A University Case Study. [Masters Thesis]. York University; 2017. Available from: http://hdl.handle.net/10315/33580

12. Dustman, Eric L. A Childhood Perspective: The Expressed Understanding of Empathy through Artistic Forms of Meaning Making.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2015, University of Cincinnati

 This dissertation identifies what children understand about empathy. Utilizing an arts-informed research methodology, the children and I engaged as equal partners in one-on-one semi-structured interviews,… (more)

Subjects/Keywords: Education; Arts-Informed Research; Arts-Related Research; Empathy; Social Constructionism; Relational-Cultural Theory; Participant Engagement

…opportunities that arts-­‐based research methodologies could also provide me… …educational research and reform, “What would happen if we treated the… …Research shows that we could gain a great deal (Duckworth… …Research findings support the notion that relationships play a… …sharing that her research confirmed much of what she assumed… 

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APA (6th Edition):

Dustman, E. L. (2015). A Childhood Perspective: The Expressed Understanding of Empathy through Artistic Forms of Meaning Making. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427797342

Chicago Manual of Style (16th Edition):

Dustman, Eric L. “A Childhood Perspective: The Expressed Understanding of Empathy through Artistic Forms of Meaning Making.” 2015. Doctoral Dissertation, University of Cincinnati. Accessed December 09, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427797342.

MLA Handbook (7th Edition):

Dustman, Eric L. “A Childhood Perspective: The Expressed Understanding of Empathy through Artistic Forms of Meaning Making.” 2015. Web. 09 Dec 2019.

Vancouver:

Dustman EL. A Childhood Perspective: The Expressed Understanding of Empathy through Artistic Forms of Meaning Making. [Internet] [Doctoral dissertation]. University of Cincinnati; 2015. [cited 2019 Dec 09]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427797342.

Council of Science Editors:

Dustman EL. A Childhood Perspective: The Expressed Understanding of Empathy through Artistic Forms of Meaning Making. [Doctoral Dissertation]. University of Cincinnati; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1427797342


McMaster University

13. Black, Jeffrey J. “Something has to give”: Exploring The Negotiation of Masculinity and Identity of Gay Males in Sport.

Degree: MSW, 2014, McMaster University

The institution of sport has an extensive history of heterosexism, and homophobia, making sport a problematic and unsafe space for gay-identified males. The lack of… (more)

Subjects/Keywords: Gay; Male; Athletes; Masculinity; Identity; Arts; Letter Writing; Phenomenology; Sport; Social Work; Arts-Informed Research; Queer Theory; Hegemonic Masculinity; Gay Male; Gay Athlete; Narrative; Letters to Past Self; Negotiating Identity; Negotiating Masculinity

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APA (6th Edition):

Black, J. J. (2014). “Something has to give”: Exploring The Negotiation of Masculinity and Identity of Gay Males in Sport. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/16398

Chicago Manual of Style (16th Edition):

Black, Jeffrey J. ““Something has to give”: Exploring The Negotiation of Masculinity and Identity of Gay Males in Sport.” 2014. Masters Thesis, McMaster University. Accessed December 09, 2019. http://hdl.handle.net/11375/16398.

MLA Handbook (7th Edition):

Black, Jeffrey J. ““Something has to give”: Exploring The Negotiation of Masculinity and Identity of Gay Males in Sport.” 2014. Web. 09 Dec 2019.

Vancouver:

Black JJ. “Something has to give”: Exploring The Negotiation of Masculinity and Identity of Gay Males in Sport. [Internet] [Masters thesis]. McMaster University; 2014. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/11375/16398.

Council of Science Editors:

Black JJ. “Something has to give”: Exploring The Negotiation of Masculinity and Identity of Gay Males in Sport. [Masters Thesis]. McMaster University; 2014. Available from: http://hdl.handle.net/11375/16398

14. Edwards, Cherie Dionne. Examining Acculturation Strategies in Immigrant and Refugee Youth: A Mixed Methods Approach to Arts-Informed Research.

Degree: PhD, Educational Leadership and Policy Studies, 2017, Virginia Tech

 Extending far beyond migration to a new home, the cultural, emotional, and mental plight of immigration plagues immigrants and refugees of all ages. Nonetheless, immigrant… (more)

Subjects/Keywords: arts-informed research; mixed methods research; youth acculturation; expressions of individuality; individuality in acculturation

…132 Value Added by Arts-Informed Research… …Arts Based Research and Art Informed Research Though some researchers have gone to great… …lengths to distinguish between arts based research and arts informed research, arts informed… …x29;. As an arts-based research practice, arts informed research looks to the arts as an… …and clearly distinguish between arts based research and arts informed research, I will… 

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APA (6th Edition):

Edwards, C. D. (2017). Examining Acculturation Strategies in Immigrant and Refugee Youth: A Mixed Methods Approach to Arts-Informed Research. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/78229

Chicago Manual of Style (16th Edition):

Edwards, Cherie Dionne. “Examining Acculturation Strategies in Immigrant and Refugee Youth: A Mixed Methods Approach to Arts-Informed Research.” 2017. Doctoral Dissertation, Virginia Tech. Accessed December 09, 2019. http://hdl.handle.net/10919/78229.

MLA Handbook (7th Edition):

Edwards, Cherie Dionne. “Examining Acculturation Strategies in Immigrant and Refugee Youth: A Mixed Methods Approach to Arts-Informed Research.” 2017. Web. 09 Dec 2019.

Vancouver:

Edwards CD. Examining Acculturation Strategies in Immigrant and Refugee Youth: A Mixed Methods Approach to Arts-Informed Research. [Internet] [Doctoral dissertation]. Virginia Tech; 2017. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10919/78229.

Council of Science Editors:

Edwards CD. Examining Acculturation Strategies in Immigrant and Refugee Youth: A Mixed Methods Approach to Arts-Informed Research. [Doctoral Dissertation]. Virginia Tech; 2017. Available from: http://hdl.handle.net/10919/78229


University of Toronto

15. Chan, Karen Bic Kwun. Chinese Enough For Ya? Disrupting and Transforming Notions of Chineseness through Chinesenough Tattoos.

Degree: 2010, University of Toronto

Using interpretive methods of social inquiry, this thesis explores the socio-political significance of body tattoos made of Chinese-like text, which have recently become popular Western… (more)

Subjects/Keywords: Authenticity; Hybridity; Chineseness; Chinese; Chinese Tattoos; Tattooing; Body Modification; Flash Art; Arts Informed Inquiry; Arts Informed Research; Whiteness; Hanzi; Kanji; Diasporic Studies; Interpretive Social Inquiry; Carnivlesque; Cultural Appropriation; Chinese Canadian; Social space; Subtitling; Sense Experience; Absent Body; Third Space; Anti-fashion; Asian Studies; Asian American Studies; Asian Canadian Studies; Cultural Studies; Visual Culture; Phenomenology; 0631; 0626; 0344; 0515; 0534; 0326; 0304; 0305; 0332

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

APA (6th Edition):

Chan, K. B. K. (2010). Chinese Enough For Ya? Disrupting and Transforming Notions of Chineseness through Chinesenough Tattoos. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/32914

Chicago Manual of Style (16th Edition):

Chan, Karen Bic Kwun. “Chinese Enough For Ya? Disrupting and Transforming Notions of Chineseness through Chinesenough Tattoos.” 2010. Masters Thesis, University of Toronto. Accessed December 09, 2019. http://hdl.handle.net/1807/32914.

MLA Handbook (7th Edition):

Chan, Karen Bic Kwun. “Chinese Enough For Ya? Disrupting and Transforming Notions of Chineseness through Chinesenough Tattoos.” 2010. Web. 09 Dec 2019.

Vancouver:

Chan KBK. Chinese Enough For Ya? Disrupting and Transforming Notions of Chineseness through Chinesenough Tattoos. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1807/32914.

Council of Science Editors:

Chan KBK. Chinese Enough For Ya? Disrupting and Transforming Notions of Chineseness through Chinesenough Tattoos. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/32914


University of Saskatchewan

16. Hanson, Laurel Marie. Women activists : lives of commitment and transformation.

Degree: 2007, University of Saskatchewan

 This thesis is based on a life history study of two women involved in activism for social change. Broadly guided by life history methodology and… (more)

Subjects/Keywords: transformative education; postmodern life history; arts-informed research; feminist life history; transformation; commitment; activism

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APA (6th Edition):

Hanson, L. M. (2007). Women activists : lives of commitment and transformation. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/etd-01262007-105510

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):

Hanson, Laurel Marie. “Women activists : lives of commitment and transformation.” 2007. Thesis, University of Saskatchewan. Accessed December 09, 2019. http://hdl.handle.net/10388/etd-01262007-105510.

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

MLA Handbook (7th Edition):

Hanson, Laurel Marie. “Women activists : lives of commitment and transformation.” 2007. Web. 09 Dec 2019.

Vancouver:

Hanson LM. Women activists : lives of commitment and transformation. [Internet] [Thesis]. University of Saskatchewan; 2007. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/10388/etd-01262007-105510.

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

Council of Science Editors:

Hanson LM. Women activists : lives of commitment and transformation. [Thesis]. University of Saskatchewan; 2007. Available from: http://hdl.handle.net/10388/etd-01262007-105510

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


University of Toronto

17. Prasad, Gail. Alter(n)ative Literacies: Elementary Teachers' Practices with Culturally and Linguistically Diverse students in one French-language School in Ontario.

Degree: 2009, University of Toronto

This case study was conducted in one elementary French-language school in Ontario with 1 administrator, 4 teachers and their culturally and linguistically diverse (CLD) students.… (more)

Subjects/Keywords: multiple literacies; multiliteracies; french-language schooling; minority education; arts-informed research; bilingualism/multilingualism; second language education; 0282; 0524; 0727; 0279

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

APA (6th Edition):

Prasad, G. (2009). Alter(n)ative Literacies: Elementary Teachers' Practices with Culturally and Linguistically Diverse students in one French-language School in Ontario. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18108

Chicago Manual of Style (16th Edition):

Prasad, Gail. “Alter(n)ative Literacies: Elementary Teachers' Practices with Culturally and Linguistically Diverse students in one French-language School in Ontario.” 2009. Masters Thesis, University of Toronto. Accessed December 09, 2019. http://hdl.handle.net/1807/18108.

MLA Handbook (7th Edition):

Prasad, Gail. “Alter(n)ative Literacies: Elementary Teachers' Practices with Culturally and Linguistically Diverse students in one French-language School in Ontario.” 2009. Web. 09 Dec 2019.

Vancouver:

Prasad G. Alter(n)ative Literacies: Elementary Teachers' Practices with Culturally and Linguistically Diverse students in one French-language School in Ontario. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1807/18108.

Council of Science Editors:

Prasad G. Alter(n)ative Literacies: Elementary Teachers' Practices with Culturally and Linguistically Diverse students in one French-language School in Ontario. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18108

18. Snell, Pamela. Solitude and Solidarity:Understanding Public Pedagogy through Queer Discourses on YouTube.

Degree: 2014, University of Toronto

Working alongside five queer-identified theatre artists, using critical arts-based participatory action research, this research project worked through a creative process in which the research team… (more)

Subjects/Keywords: LGBT; Queer; Research-informed Theatre; YouTube; Representation; Participatory Media; Video; Creation; LGBTQ; Theatre; Embodied Knowing; Queer Theory; Cultural Studies; Public Pedagogy; Media; Popular Culture; Anti-oppression Education; Anti-homophobia Education; Personal Narrative; Collective Creation; Heteronormativity; Homonormativity; Queer Resistence; Participatory Action Research; Arts-based Research; 0708; 0465; 0515

…such as research-informed theatre and participatory media projects, straddle the space… …Arts-based Participatory Action Research For this research project I use an approach known as… …critical arts-based participatory action research. This is an evolving approach that draws on… …both participatory action research and critical arts-based research methods. I begin this… …potentials of queer(ing) YouTube. Critical Arts-based Research Critical arts-based… 

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

APA (6th Edition):

Snell, P. (2014). Solitude and Solidarity:Understanding Public Pedagogy through Queer Discourses on YouTube. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/43999

Chicago Manual of Style (16th Edition):

Snell, Pamela. “Solitude and Solidarity:Understanding Public Pedagogy through Queer Discourses on YouTube.” 2014. Masters Thesis, University of Toronto. Accessed December 09, 2019. http://hdl.handle.net/1807/43999.

MLA Handbook (7th Edition):

Snell, Pamela. “Solitude and Solidarity:Understanding Public Pedagogy through Queer Discourses on YouTube.” 2014. Web. 09 Dec 2019.

Vancouver:

Snell P. Solitude and Solidarity:Understanding Public Pedagogy through Queer Discourses on YouTube. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1807/43999.

Council of Science Editors:

Snell P. Solitude and Solidarity:Understanding Public Pedagogy through Queer Discourses on YouTube. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/43999


University of Toronto

19. Stasko, Carly. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.

Degree: 2009, University of Toronto

This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of… (more)

Subjects/Keywords: media literacy; critical literacy; holistic education; culture jamming; consciousness; high school; alternative; rave; Madvertisement; Media Collective; Hodgkin's Lymphoma; qualitative research; semiotics; community center; holistic philosophy; transformation; philosophy of education; cancer survivor; school commercialism; english; alienation; public pedagogy; poetry; hip hop; underground; self-publishing; independent media; environment; internet; ecology; democratic; post-traumatic stress; hacking; holistic pedagogy; digital media; consumer culture; commercialism; graffiti; decolonize; advertising; youth marketing; sexism; embodied healing; personal professional knowledge; immune system; expression; white blood cell; street art; decolonizing; holistic pedagogy; public art; personal professional knowledge; ecology; mass media; body image; spirituality; wellness; embodied learning; embodied wisdom; awareness; relationship; meditation; visualization; communication; Billboard Liberation Front; signification; courageous vulnerability; youth; Youth Media Literacy Project; critical; Chinese Medicine; Qi Gong; holistic media literacy; obsolescence; interconnection; meta-cognitive; Kalle Lasn; transformative learning; critical viewing; critical pedagogy; integration; curriculum; teaching; subvertising; learning; positive psychology; interpretation; Megan Boler; narrative; medium; production; dancing; representation; expression; Youth Media Literacy Project; resistance; cognitive re-framing; subversion; Negativeland; reclaiming; philosophy; narrative inquiry; education; reading; alternative education; Fierce Light; students; university; No Logo; Situationists; Naomi Klein; menstruation; storytelling; experience; writing; language; emotional; physical; facebook; psychological; Guy Debord; Association for Media Literacy; grassroots; felt-sense; stories; performance; grounded authentic expression; perspective; visual culture; youtube; chemotherapy; visuality; deconstruction; women's studies; Media Education Foundation; détournement; Reclaim the Streets; movement; spectatorship; passive; medicine; social justice; arts-informed research; subway party; gratitude; guerilla; post-modern; media activism; mindshare; complex symbolic activity; CBC radio; art; Toronto; pre-service; students; oncology; fashion; healing spiral; Adbusters; sub-culture; feminism; podcast; Trevor Norris; street theater; holistic learning; medical language; inter-personal; film; David Buckingham; Renee Hobbs; training; Paulo Friere; John Dewey; political theater; Sut Jhally; Media Education Foundation; Douglas Kellner; Princess Margaret Hospital; play; Robert McChesney; Action Coalition for Media Education; Mediacs; Association for Media Literacy; Toronto District School Board; Ontario Ministry of Education; Marshall McLuhan; Susan Sontag; Jennifer Sandlin; cure; improvisation; symbolic creativity; Evolutionary Healing; Paul Willis; pop culture; media collective; Barry Duncan; Kathleen Tyner; Carly Stasko; Girls Who Bite Back; art therapy; Next Wave Cultures; zine; Imagitate the State; Intrinsik; interacting narratives; digital storytelling; technology; tactical media; public space; science; creativity; empowerment; 0727; 0708; 0453; 0273; 0279; 0515; 0516; 0733; 0998; 0680; 0530; 0092; 0525

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

APA (6th Edition):

Stasko, C. (2009). A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18109

Chicago Manual of Style (16th Edition):

Stasko, Carly. “A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.” 2009. Masters Thesis, University of Toronto. Accessed December 09, 2019. http://hdl.handle.net/1807/18109.

MLA Handbook (7th Edition):

Stasko, Carly. “A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.” 2009. Web. 09 Dec 2019.

Vancouver:

Stasko C. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2019 Dec 09]. Available from: http://hdl.handle.net/1807/18109.

Council of Science Editors:

Stasko C. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18109

.