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You searched for subject:(Community Based Learning). Showing records 1 – 30 of 189 total matches.

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University of KwaZulu-Natal

1. Mncina, Violet Iris. Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal.

Degree: 2018, University of KwaZulu-Natal

 Background The World Health Organization advocates for the strengthening of the healthcare system to improve the quality and efficiency of health service delivery. Transformative learning(more)

Subjects/Keywords: Cgange agents.; Transformative learning.; Community based learning.

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APA (6th Edition):

Mncina, V. I. (2018). Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15970

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):

Mncina, Violet Iris. “Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal.” 2018. Thesis, University of KwaZulu-Natal. Accessed September 21, 2019. http://hdl.handle.net/10413/15970.

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

MLA Handbook (7th Edition):

Mncina, Violet Iris. “Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal.” 2018. Web. 21 Sep 2019.

Vancouver:

Mncina VI. Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10413/15970.

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

Council of Science Editors:

Mncina VI. Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2018. Available from: http://hdl.handle.net/10413/15970

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


Victoria University of Wellington

2. Snedden, Erika Helen. Leading Ladies: Portraits of Principals: The Leadership Styles and Practices of Women Secondary School Principals Reflected within a Principal Professional Learning Community.

Degree: 2011, Victoria University of Wellington

 Recent New Zealand Ministry of Education documents highlight the challenge to provide professional learning opportunities for principals and the current initiative to support and strengthen… (more)

Subjects/Keywords: Leadership; Professional learning community; PLC; Arts-based inquiry; Arts-based enquiry

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APA (6th Edition):

Snedden, E. H. (2011). Leading Ladies: Portraits of Principals: The Leadership Styles and Practices of Women Secondary School Principals Reflected within a Principal Professional Learning Community. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/2298

Chicago Manual of Style (16th Edition):

Snedden, Erika Helen. “Leading Ladies: Portraits of Principals: The Leadership Styles and Practices of Women Secondary School Principals Reflected within a Principal Professional Learning Community.” 2011. Masters Thesis, Victoria University of Wellington. Accessed September 21, 2019. http://hdl.handle.net/10063/2298.

MLA Handbook (7th Edition):

Snedden, Erika Helen. “Leading Ladies: Portraits of Principals: The Leadership Styles and Practices of Women Secondary School Principals Reflected within a Principal Professional Learning Community.” 2011. Web. 21 Sep 2019.

Vancouver:

Snedden EH. Leading Ladies: Portraits of Principals: The Leadership Styles and Practices of Women Secondary School Principals Reflected within a Principal Professional Learning Community. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10063/2298.

Council of Science Editors:

Snedden EH. Leading Ladies: Portraits of Principals: The Leadership Styles and Practices of Women Secondary School Principals Reflected within a Principal Professional Learning Community. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/2298


University of Edinburgh

3. Boland, Josephine Anne. Embedding a civic engagement dimension within the higher education curriculum : a study of policy, process and practice in Ireland.

Degree: Thesis (EdD), 2008, University of Edinburgh

 As the civic role of higher education attracts renewed critical attention, the idea of engagement has come to the fore. Civic engagement, as espoused in… (more)

Subjects/Keywords: civic engagement; curriculum; higher education; service learning; community based learning

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APA (6th Edition):

Boland, J. A. (2008). Embedding a civic engagement dimension within the higher education curriculum : a study of policy, process and practice in Ireland. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/5804

Chicago Manual of Style (16th Edition):

Boland, Josephine Anne. “Embedding a civic engagement dimension within the higher education curriculum : a study of policy, process and practice in Ireland.” 2008. Doctoral Dissertation, University of Edinburgh. Accessed September 21, 2019. http://hdl.handle.net/1842/5804.

MLA Handbook (7th Edition):

Boland, Josephine Anne. “Embedding a civic engagement dimension within the higher education curriculum : a study of policy, process and practice in Ireland.” 2008. Web. 21 Sep 2019.

Vancouver:

Boland JA. Embedding a civic engagement dimension within the higher education curriculum : a study of policy, process and practice in Ireland. [Internet] [Doctoral dissertation]. University of Edinburgh; 2008. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1842/5804.

Council of Science Editors:

Boland JA. Embedding a civic engagement dimension within the higher education curriculum : a study of policy, process and practice in Ireland. [Doctoral Dissertation]. University of Edinburgh; 2008. Available from: http://hdl.handle.net/1842/5804


University of Arizona

4. Molnar, Michelle Lynn. Arts-Based Service-Learning: A Curriculum for Connecting Students to their Community .

Degree: 2010, University of Arizona

 In this study, I illustrate an arts-based service-learning curriculum that utilizes an asset-based, student-centered, critical pedagogy. It is written for use with high school students… (more)

Subjects/Keywords: arts-based; community based art; curriculum; project based; service-learning; youth development

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APA (6th Edition):

Molnar, M. L. (2010). Arts-Based Service-Learning: A Curriculum for Connecting Students to their Community . (Masters Thesis). University of Arizona. Retrieved from http://hdl.handle.net/10150/193354

Chicago Manual of Style (16th Edition):

Molnar, Michelle Lynn. “Arts-Based Service-Learning: A Curriculum for Connecting Students to their Community .” 2010. Masters Thesis, University of Arizona. Accessed September 21, 2019. http://hdl.handle.net/10150/193354.

MLA Handbook (7th Edition):

Molnar, Michelle Lynn. “Arts-Based Service-Learning: A Curriculum for Connecting Students to their Community .” 2010. Web. 21 Sep 2019.

Vancouver:

Molnar ML. Arts-Based Service-Learning: A Curriculum for Connecting Students to their Community . [Internet] [Masters thesis]. University of Arizona; 2010. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10150/193354.

Council of Science Editors:

Molnar ML. Arts-Based Service-Learning: A Curriculum for Connecting Students to their Community . [Masters Thesis]. University of Arizona; 2010. Available from: http://hdl.handle.net/10150/193354


Wilfrid Laurier University

5. Boylan, Mike. Host Community Impacts: Learning From the Experience of Hosting International Volunteers in El Barrial, Suchitoto, Getsemani and San Miguel, El Salvador.

Degree: 2019, Wilfrid Laurier University

 Previous exploration of International Experiential Learning (IEL) programs has generally focused on the experience of Northern volunteers, without considering the outcomes in Southern host communities.… (more)

Subjects/Keywords: International experiential learning; Host community; El Salvador; Impact; Civic and Community Engagement; Community-Based Learning; Service Learning

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APA (6th Edition):

Boylan, M. (2019). Host Community Impacts: Learning From the Experience of Hosting International Volunteers in El Barrial, Suchitoto, Getsemani and San Miguel, El Salvador. (Thesis). Wilfrid Laurier University. Retrieved from https://scholars.wlu.ca/etd/2187

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):

Boylan, Mike. “Host Community Impacts: Learning From the Experience of Hosting International Volunteers in El Barrial, Suchitoto, Getsemani and San Miguel, El Salvador.” 2019. Thesis, Wilfrid Laurier University. Accessed September 21, 2019. https://scholars.wlu.ca/etd/2187.

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

MLA Handbook (7th Edition):

Boylan, Mike. “Host Community Impacts: Learning From the Experience of Hosting International Volunteers in El Barrial, Suchitoto, Getsemani and San Miguel, El Salvador.” 2019. Web. 21 Sep 2019.

Vancouver:

Boylan M. Host Community Impacts: Learning From the Experience of Hosting International Volunteers in El Barrial, Suchitoto, Getsemani and San Miguel, El Salvador. [Internet] [Thesis]. Wilfrid Laurier University; 2019. [cited 2019 Sep 21]. Available from: https://scholars.wlu.ca/etd/2187.

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

Council of Science Editors:

Boylan M. Host Community Impacts: Learning From the Experience of Hosting International Volunteers in El Barrial, Suchitoto, Getsemani and San Miguel, El Salvador. [Thesis]. Wilfrid Laurier University; 2019. Available from: https://scholars.wlu.ca/etd/2187

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


University of Arkansas

6. Collier, Stephanie. Experiences and Perceptions of Community: The Fayetteville High School Community Photography Project.

Degree: MA, 2015, University of Arkansas

  The Fayetteville High School Community Photography Project was conducted with 10th-12th grade students in Spring 2014 as part of a participatory art project through… (more)

Subjects/Keywords: Social sciences; Education; Community; Photography; Photovoice; Teenagers; Community-Based Learning; Community-Based Research; Secondary Education and Teaching

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APA (6th Edition):

Collier, S. (2015). Experiences and Perceptions of Community: The Fayetteville High School Community Photography Project. (Masters Thesis). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/1262

Chicago Manual of Style (16th Edition):

Collier, Stephanie. “Experiences and Perceptions of Community: The Fayetteville High School Community Photography Project.” 2015. Masters Thesis, University of Arkansas. Accessed September 21, 2019. https://scholarworks.uark.edu/etd/1262.

MLA Handbook (7th Edition):

Collier, Stephanie. “Experiences and Perceptions of Community: The Fayetteville High School Community Photography Project.” 2015. Web. 21 Sep 2019.

Vancouver:

Collier S. Experiences and Perceptions of Community: The Fayetteville High School Community Photography Project. [Internet] [Masters thesis]. University of Arkansas; 2015. [cited 2019 Sep 21]. Available from: https://scholarworks.uark.edu/etd/1262.

Council of Science Editors:

Collier S. Experiences and Perceptions of Community: The Fayetteville High School Community Photography Project. [Masters Thesis]. University of Arkansas; 2015. Available from: https://scholarworks.uark.edu/etd/1262


University of Pretoria

7. Malekane, Wendy Mapule. Students' experiences of community engagement in an educational psychology practicum.

Degree: Educational Psychology, 2010, University of Pretoria

 The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s… (more)

Subjects/Keywords: Positive psychology; Practicum; Engagement; Experience; Asset-based approach; Community engagement; Community; Educational psychology; Experiential learning; Reflective learning; Service-learning; Student; UCTD

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APA (6th Edition):

Malekane, W. (2010). Students' experiences of community engagement in an educational psychology practicum. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/23639

Chicago Manual of Style (16th Edition):

Malekane, Wendy. “Students' experiences of community engagement in an educational psychology practicum.” 2010. Masters Thesis, University of Pretoria. Accessed September 21, 2019. http://hdl.handle.net/2263/23639.

MLA Handbook (7th Edition):

Malekane, Wendy. “Students' experiences of community engagement in an educational psychology practicum.” 2010. Web. 21 Sep 2019.

Vancouver:

Malekane W. Students' experiences of community engagement in an educational psychology practicum. [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2263/23639.

Council of Science Editors:

Malekane W. Students' experiences of community engagement in an educational psychology practicum. [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/23639


University of Pretoria

8. [No author]. Students' experiences of community engagement in an educational psychology practicum .

Degree: 2010, University of Pretoria

 The purpose of this study was to explore and describe students’ experiences of community engagement in an Educational Psychology practicum. The theoretical framework was Kolb’s… (more)

Subjects/Keywords: Positive psychology; Practicum; Engagement; Experience; Asset-based approach; Community engagement; Community; Educational psychology; Experiential learning; Reflective learning; Service-learning; Student; UCTD

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APA (6th Edition):

author], [. (2010). Students' experiences of community engagement in an educational psychology practicum . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-03302010-152226/

Chicago Manual of Style (16th Edition):

author], [No. “Students' experiences of community engagement in an educational psychology practicum .” 2010. Masters Thesis, University of Pretoria. Accessed September 21, 2019. http://upetd.up.ac.za/thesis/available/etd-03302010-152226/.

MLA Handbook (7th Edition):

author], [No. “Students' experiences of community engagement in an educational psychology practicum .” 2010. Web. 21 Sep 2019.

Vancouver:

author] [. Students' experiences of community engagement in an educational psychology practicum . [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2019 Sep 21]. Available from: http://upetd.up.ac.za/thesis/available/etd-03302010-152226/.

Council of Science Editors:

author] [. Students' experiences of community engagement in an educational psychology practicum . [Masters Thesis]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-03302010-152226/


West Virginia University

9. Smith, Shanequa. What Does A Marginalized Community Say About Its Experiences In A Two-Year, Service-Learning Project?.

Degree: PhD, Not Listed, 2019, West Virginia University

  Institutions of higher education are increasingly engaging with communities through service-learning projects to provide students with practice in their chosen fields and assistance to… (more)

Subjects/Keywords: community members; marginalized; service-learning; engagement; relational practices; community voice; Civic and Community Engagement; Community-Based Research; Urban Studies and Planning

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APA (6th Edition):

Smith, S. (2019). What Does A Marginalized Community Say About Its Experiences In A Two-Year, Service-Learning Project?. (Doctoral Dissertation). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/3839

Chicago Manual of Style (16th Edition):

Smith, Shanequa. “What Does A Marginalized Community Say About Its Experiences In A Two-Year, Service-Learning Project?.” 2019. Doctoral Dissertation, West Virginia University. Accessed September 21, 2019. https://researchrepository.wvu.edu/etd/3839.

MLA Handbook (7th Edition):

Smith, Shanequa. “What Does A Marginalized Community Say About Its Experiences In A Two-Year, Service-Learning Project?.” 2019. Web. 21 Sep 2019.

Vancouver:

Smith S. What Does A Marginalized Community Say About Its Experiences In A Two-Year, Service-Learning Project?. [Internet] [Doctoral dissertation]. West Virginia University; 2019. [cited 2019 Sep 21]. Available from: https://researchrepository.wvu.edu/etd/3839.

Council of Science Editors:

Smith S. What Does A Marginalized Community Say About Its Experiences In A Two-Year, Service-Learning Project?. [Doctoral Dissertation]. West Virginia University; 2019. Available from: https://researchrepository.wvu.edu/etd/3839


University of Alberta

10. Madhur, Daya K. Fostering a Sense of Community among Middle-Years Students Through Song and Dance Practices.

Degree: MA, Department of Music, 2016, University of Alberta

 The arts force us out of our comfort zones, they open our minds to discovery, and allow us to confront assumptions and prejudices. Alongside defined… (more)

Subjects/Keywords: inquiry-based learning; ethnomusicology; Regina, Saskatchewan; community; elementary education; arts-based intervention; arts education

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APA (6th Edition):

Madhur, D. K. (2016). Fostering a Sense of Community among Middle-Years Students Through Song and Dance Practices. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/cvh53wv84q

Chicago Manual of Style (16th Edition):

Madhur, Daya K. “Fostering a Sense of Community among Middle-Years Students Through Song and Dance Practices.” 2016. Masters Thesis, University of Alberta. Accessed September 21, 2019. https://era.library.ualberta.ca/files/cvh53wv84q.

MLA Handbook (7th Edition):

Madhur, Daya K. “Fostering a Sense of Community among Middle-Years Students Through Song and Dance Practices.” 2016. Web. 21 Sep 2019.

Vancouver:

Madhur DK. Fostering a Sense of Community among Middle-Years Students Through Song and Dance Practices. [Internet] [Masters thesis]. University of Alberta; 2016. [cited 2019 Sep 21]. Available from: https://era.library.ualberta.ca/files/cvh53wv84q.

Council of Science Editors:

Madhur DK. Fostering a Sense of Community among Middle-Years Students Through Song and Dance Practices. [Masters Thesis]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/cvh53wv84q


University of Utah

11. Omerbasic, Delila. Translocal digital authoring: identity negotiation processes through multimodal literacies among girls who were resettled as refugees from thailand.

Degree: PhD, Education, Culture & Society, 2015, University of Utah

 Grounded in a critical sociocultural theory of literacy that draws on elements of postcolonial feminism, postmodern geography, and cultural studies, this dissertation focuses on language… (more)

Subjects/Keywords: Community-based learning; Gender; Identity; Literacy; Multimodality; Refugee education

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APA (6th Edition):

Omerbasic, D. (2015). Translocal digital authoring: identity negotiation processes through multimodal literacies among girls who were resettled as refugees from thailand. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3899/rec/2789

Chicago Manual of Style (16th Edition):

Omerbasic, Delila. “Translocal digital authoring: identity negotiation processes through multimodal literacies among girls who were resettled as refugees from thailand.” 2015. Doctoral Dissertation, University of Utah. Accessed September 21, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3899/rec/2789.

MLA Handbook (7th Edition):

Omerbasic, Delila. “Translocal digital authoring: identity negotiation processes through multimodal literacies among girls who were resettled as refugees from thailand.” 2015. Web. 21 Sep 2019.

Vancouver:

Omerbasic D. Translocal digital authoring: identity negotiation processes through multimodal literacies among girls who were resettled as refugees from thailand. [Internet] [Doctoral dissertation]. University of Utah; 2015. [cited 2019 Sep 21]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3899/rec/2789.

Council of Science Editors:

Omerbasic D. Translocal digital authoring: identity negotiation processes through multimodal literacies among girls who were resettled as refugees from thailand. [Doctoral Dissertation]. University of Utah; 2015. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/3899/rec/2789


Victoria University of Wellington

12. Deiye, Margo. Prospects for community-based marine conservation in Nauru: Attitudes, policies & institutions.

Degree: 2015, Victoria University of Wellington

 This paper is about Nauru and its people, institutions, policies and in particular the communitybased fisheries management programme (CBFM). This study aims to identify those… (more)

Subjects/Keywords: Nauru; Community-based fisheries management; CBFM; Adaptive learning

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APA (6th Edition):

Deiye, M. (2015). Prospects for community-based marine conservation in Nauru: Attitudes, policies & institutions. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4876

Chicago Manual of Style (16th Edition):

Deiye, Margo. “Prospects for community-based marine conservation in Nauru: Attitudes, policies & institutions.” 2015. Masters Thesis, Victoria University of Wellington. Accessed September 21, 2019. http://hdl.handle.net/10063/4876.

MLA Handbook (7th Edition):

Deiye, Margo. “Prospects for community-based marine conservation in Nauru: Attitudes, policies & institutions.” 2015. Web. 21 Sep 2019.

Vancouver:

Deiye M. Prospects for community-based marine conservation in Nauru: Attitudes, policies & institutions. [Internet] [Masters thesis]. Victoria University of Wellington; 2015. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10063/4876.

Council of Science Editors:

Deiye M. Prospects for community-based marine conservation in Nauru: Attitudes, policies & institutions. [Masters Thesis]. Victoria University of Wellington; 2015. Available from: http://hdl.handle.net/10063/4876


University of Cincinnati

13. MULLEN, KEARA ANITA. COMMUNITY BASED EDUCATION: WORKING TOGETHER TO REALIZE CHANGE.

Degree: MA, Education : Educational Studies, 2007, University of Cincinnati

Community based education seeks to address ways to strengthen schools through local efforts. These grassroots efforts strive to compel the community to come together to… (more)

Subjects/Keywords: Education, Sociology of; community based education; engaged pedagogy; justice learning

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APA (6th Edition):

MULLEN, K. A. (2007). COMMUNITY BASED EDUCATION: WORKING TOGETHER TO REALIZE CHANGE. (Masters Thesis). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196913269

Chicago Manual of Style (16th Edition):

MULLEN, KEARA ANITA. “COMMUNITY BASED EDUCATION: WORKING TOGETHER TO REALIZE CHANGE.” 2007. Masters Thesis, University of Cincinnati. Accessed September 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196913269.

MLA Handbook (7th Edition):

MULLEN, KEARA ANITA. “COMMUNITY BASED EDUCATION: WORKING TOGETHER TO REALIZE CHANGE.” 2007. Web. 21 Sep 2019.

Vancouver:

MULLEN KA. COMMUNITY BASED EDUCATION: WORKING TOGETHER TO REALIZE CHANGE. [Internet] [Masters thesis]. University of Cincinnati; 2007. [cited 2019 Sep 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196913269.

Council of Science Editors:

MULLEN KA. COMMUNITY BASED EDUCATION: WORKING TOGETHER TO REALIZE CHANGE. [Masters Thesis]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1196913269


Indiana University

14. Hawkins, Susan R. Scaffolding Preservice Teachers' Noticing of Elementary Students' Scientific Thinking .

Degree: 2016, Indiana University

 To effectively meet students’ needs, educational reform in science calls for adaptive instruction based on students’ thinking. To gain an understanding of what students know,… (more)

Subjects/Keywords: video based reflection; preservice professional learning community; content specific moderator

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APA (6th Edition):

Hawkins, S. R. (2016). Scaffolding Preservice Teachers' Noticing of Elementary Students' Scientific Thinking . (Thesis). Indiana University. Retrieved from http://hdl.handle.net/2022/21220

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):

Hawkins, Susan R. “Scaffolding Preservice Teachers' Noticing of Elementary Students' Scientific Thinking .” 2016. Thesis, Indiana University. Accessed September 21, 2019. http://hdl.handle.net/2022/21220.

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

MLA Handbook (7th Edition):

Hawkins, Susan R. “Scaffolding Preservice Teachers' Noticing of Elementary Students' Scientific Thinking .” 2016. Web. 21 Sep 2019.

Vancouver:

Hawkins SR. Scaffolding Preservice Teachers' Noticing of Elementary Students' Scientific Thinking . [Internet] [Thesis]. Indiana University; 2016. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/2022/21220.

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

Council of Science Editors:

Hawkins SR. Scaffolding Preservice Teachers' Noticing of Elementary Students' Scientific Thinking . [Thesis]. Indiana University; 2016. Available from: http://hdl.handle.net/2022/21220

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


Virginia Tech

15. Seibel, Megan Marie. Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education.

Degree: PhD, Agricultural and Extension Education, 2012, Virginia Tech

 ABSTRACT In community-based peer education models, it is necessary to understand the relationship between learning, context and paraprofessional identity construction. Social relations are important in… (more)

Subjects/Keywords: peer educator; community-based; paraprofessional model; experiential learning; reflection; nutrition education

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APA (6th Edition):

Seibel, M. M. (2012). Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/26478

Chicago Manual of Style (16th Edition):

Seibel, Megan Marie. “Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education.” 2012. Doctoral Dissertation, Virginia Tech. Accessed September 21, 2019. http://hdl.handle.net/10919/26478.

MLA Handbook (7th Edition):

Seibel, Megan Marie. “Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education.” 2012. Web. 21 Sep 2019.

Vancouver:

Seibel MM. Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2012. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10919/26478.

Council of Science Editors:

Seibel MM. Community-Based Education through a Paraprofessional Model: An Experiential Learning Perspective of Peer Education. [Doctoral Dissertation]. Virginia Tech; 2012. Available from: http://hdl.handle.net/10919/26478


University of Miami

16. Schlaerth, Christian A. Community-Based Philosophy and Service-Learning: A Case Study at Barry University.

Degree: PhD, Sociology (Arts and Sciences), 2014, University of Miami

 Service-learning, as a pedagogical technique, presents unique learning opportunities for students, where they get to use their skills and knowledge from courses to help improve… (more)

Subjects/Keywords: community-based philosophy; service-learning; higher education; qualitative researcher; social theory

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APA (6th Edition):

Schlaerth, C. A. (2014). Community-Based Philosophy and Service-Learning: A Case Study at Barry University. (Doctoral Dissertation). University of Miami. Retrieved from https://scholarlyrepository.miami.edu/oa_dissertations/1166

Chicago Manual of Style (16th Edition):

Schlaerth, Christian A. “Community-Based Philosophy and Service-Learning: A Case Study at Barry University.” 2014. Doctoral Dissertation, University of Miami. Accessed September 21, 2019. https://scholarlyrepository.miami.edu/oa_dissertations/1166.

MLA Handbook (7th Edition):

Schlaerth, Christian A. “Community-Based Philosophy and Service-Learning: A Case Study at Barry University.” 2014. Web. 21 Sep 2019.

Vancouver:

Schlaerth CA. Community-Based Philosophy and Service-Learning: A Case Study at Barry University. [Internet] [Doctoral dissertation]. University of Miami; 2014. [cited 2019 Sep 21]. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1166.

Council of Science Editors:

Schlaerth CA. Community-Based Philosophy and Service-Learning: A Case Study at Barry University. [Doctoral Dissertation]. University of Miami; 2014. Available from: https://scholarlyrepository.miami.edu/oa_dissertations/1166


University of Houston

17. Beaudry, Christine Elizabeth. Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course.

Degree: Curriculum and Instruction, Department of, 2014, University of Houston

 In the United States, preservice teachers often go on to teach students whose backgrounds are different from their own and in communities in which they… (more)

Subjects/Keywords: teacher education; community-based learning; field experiences; culturally responsive teaching; narrative

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APA (6th Edition):

Beaudry, C. E. (2014). Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course. (Thesis). University of Houston. Retrieved from http://hdl.handle.net/10657/1425

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):

Beaudry, Christine Elizabeth. “Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course.” 2014. Thesis, University of Houston. Accessed September 21, 2019. http://hdl.handle.net/10657/1425.

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

MLA Handbook (7th Edition):

Beaudry, Christine Elizabeth. “Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course.” 2014. Web. 21 Sep 2019.

Vancouver:

Beaudry CE. Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course. [Internet] [Thesis]. University of Houston; 2014. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10657/1425.

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

Council of Science Editors:

Beaudry CE. Teaching and Learning Community: An Inquiry into Experiences in a Community-Based Education Course. [Thesis]. University of Houston; 2014. Available from: http://hdl.handle.net/10657/1425

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


University of Tasmania

18. MacKean, RM. Ageing well: An inquiry into older people’s experiences of community-based organisations.

Degree: 2010, University of Tasmania

 This study investigates an under-researched area of older people’s activities: the characteristics of the community-based organisations to which older people belong, the activities they pursue… (more)

Subjects/Keywords: older people; participation; learning; peer group; community-based organisation; positive ageing

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APA (6th Edition):

MacKean, R. (2010). Ageing well: An inquiry into older people’s experiences of community-based organisations. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/10722/1/MacKean_whole_thesis.pdf

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):

MacKean, RM. “Ageing well: An inquiry into older people’s experiences of community-based organisations.” 2010. Thesis, University of Tasmania. Accessed September 21, 2019. https://eprints.utas.edu.au/10722/1/MacKean_whole_thesis.pdf.

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

MLA Handbook (7th Edition):

MacKean, RM. “Ageing well: An inquiry into older people’s experiences of community-based organisations.” 2010. Web. 21 Sep 2019.

Vancouver:

MacKean R. Ageing well: An inquiry into older people’s experiences of community-based organisations. [Internet] [Thesis]. University of Tasmania; 2010. [cited 2019 Sep 21]. Available from: https://eprints.utas.edu.au/10722/1/MacKean_whole_thesis.pdf.

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

Council of Science Editors:

MacKean R. Ageing well: An inquiry into older people’s experiences of community-based organisations. [Thesis]. University of Tasmania; 2010. Available from: https://eprints.utas.edu.au/10722/1/MacKean_whole_thesis.pdf

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


University of Rochester

19. Thomas, Daniel Charles. Community based learning: helping practitioners understand the socio-cultural determinants of child health.

Degree: MS, 2009, University of Rochester

 The purpose of the study was to identify how a structured, community-based rotation influenced pediatric nurse practitioner students' awareness and understanding of the socio-cultural context… (more)

Subjects/Keywords: Pediatric Nurse Practitioner; Community-based learning; Qualitative Methodology; Child Health

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APA (6th Edition):

Thomas, D. C. (2009). Community based learning: helping practitioners understand the socio-cultural determinants of child health. (Masters Thesis). University of Rochester. Retrieved from http://hdl.handle.net/1802/8133

Chicago Manual of Style (16th Edition):

Thomas, Daniel Charles. “Community based learning: helping practitioners understand the socio-cultural determinants of child health.” 2009. Masters Thesis, University of Rochester. Accessed September 21, 2019. http://hdl.handle.net/1802/8133.

MLA Handbook (7th Edition):

Thomas, Daniel Charles. “Community based learning: helping practitioners understand the socio-cultural determinants of child health.” 2009. Web. 21 Sep 2019.

Vancouver:

Thomas DC. Community based learning: helping practitioners understand the socio-cultural determinants of child health. [Internet] [Masters thesis]. University of Rochester; 2009. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/1802/8133.

Council of Science Editors:

Thomas DC. Community based learning: helping practitioners understand the socio-cultural determinants of child health. [Masters Thesis]. University of Rochester; 2009. Available from: http://hdl.handle.net/1802/8133


University of Nevada – Las Vegas

20. Krauss, Frederick W. The Boys' club: An exploration into the social world of a Las Vegas casino sports book.

Degree: PhD, Sociology, 2010, University of Nevada – Las Vegas

  This ethnography of the La Mesa Casino Sports Book explores the characteristics that frame the social world its regular patrons create. Specifically, I explain… (more)

Subjects/Keywords: Community-Based Learning; Gaming and Casino Operations Management; Social Psychology; Sociology

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APA (6th Edition):

Krauss, F. W. (2010). The Boys' club: An exploration into the social world of a Las Vegas casino sports book. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/851

Chicago Manual of Style (16th Edition):

Krauss, Frederick W. “The Boys' club: An exploration into the social world of a Las Vegas casino sports book.” 2010. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed September 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/851.

MLA Handbook (7th Edition):

Krauss, Frederick W. “The Boys' club: An exploration into the social world of a Las Vegas casino sports book.” 2010. Web. 21 Sep 2019.

Vancouver:

Krauss FW. The Boys' club: An exploration into the social world of a Las Vegas casino sports book. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2010. [cited 2019 Sep 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/851.

Council of Science Editors:

Krauss FW. The Boys' club: An exploration into the social world of a Las Vegas casino sports book. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2010. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/851

21. Frame, Charles Ian. Supporting a non-modular professional doctorate.

Degree: PhD, 2013, Anglia Ruskin University

 Purpose: This research considers the design and operation of a non-modular professional doctorate to meet the needs of professionals working in the built environment who… (more)

Subjects/Keywords: 378.155; non-modular educationn; community of practice; workshops; virtual learning environment; work-based learning; assessment

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

APA (6th Edition):

Frame, C. I. (2013). Supporting a non-modular professional doctorate. (Doctoral Dissertation). Anglia Ruskin University. Retrieved from http://arro.anglia.ac.uk/311627/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589564

Chicago Manual of Style (16th Edition):

Frame, Charles Ian. “Supporting a non-modular professional doctorate.” 2013. Doctoral Dissertation, Anglia Ruskin University. Accessed September 21, 2019. http://arro.anglia.ac.uk/311627/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589564.

MLA Handbook (7th Edition):

Frame, Charles Ian. “Supporting a non-modular professional doctorate.” 2013. Web. 21 Sep 2019.

Vancouver:

Frame CI. Supporting a non-modular professional doctorate. [Internet] [Doctoral dissertation]. Anglia Ruskin University; 2013. [cited 2019 Sep 21]. Available from: http://arro.anglia.ac.uk/311627/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589564.

Council of Science Editors:

Frame CI. Supporting a non-modular professional doctorate. [Doctoral Dissertation]. Anglia Ruskin University; 2013. Available from: http://arro.anglia.ac.uk/311627/ ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.589564

22. Frame, Charles Ian. Supporting a non-modular professional doctorate.

Degree: PhD, 2013, Anglia Ruskin University

 Purpose: This research considers the design and operation of a non-modular professional doctorate to meet the needs of professionals working in the built environment who… (more)

Subjects/Keywords: 378.155; non-modular educationn; community of practice; workshops; virtual learning environment; work-based learning; assessment

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

APA (6th Edition):

Frame, C. I. (2013). Supporting a non-modular professional doctorate. (Doctoral Dissertation). Anglia Ruskin University. Retrieved from http://hdl.handle.net/10540/311627

Chicago Manual of Style (16th Edition):

Frame, Charles Ian. “Supporting a non-modular professional doctorate.” 2013. Doctoral Dissertation, Anglia Ruskin University. Accessed September 21, 2019. http://hdl.handle.net/10540/311627.

MLA Handbook (7th Edition):

Frame, Charles Ian. “Supporting a non-modular professional doctorate.” 2013. Web. 21 Sep 2019.

Vancouver:

Frame CI. Supporting a non-modular professional doctorate. [Internet] [Doctoral dissertation]. Anglia Ruskin University; 2013. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10540/311627.

Council of Science Editors:

Frame CI. Supporting a non-modular professional doctorate. [Doctoral Dissertation]. Anglia Ruskin University; 2013. Available from: http://hdl.handle.net/10540/311627


Penn State University

23. Park, Sangok. FROM HOUSEWIVES TO ENVIRONMENTAL ACTIVISTS: A CULTURAL HISTORICAL ACTIVITY THEORY ANALYSIS OF LEARNING IN A KOREAN COMMUNITY-BASED ORGANIZATION.

Degree: PhD, Adult Education, 2008, Penn State University

 The study began with the concern about housewives as active learners who are agents in their own learning and produce new knowledge in and on… (more)

Subjects/Keywords: Cultural Historical Activity Theory; CHAT; Community-based organization; expansive learning; standpoint theory; Informal learning; Housewives

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

APA (6th Edition):

Park, S. (2008). FROM HOUSEWIVES TO ENVIRONMENTAL ACTIVISTS: A CULTURAL HISTORICAL ACTIVITY THEORY ANALYSIS OF LEARNING IN A KOREAN COMMUNITY-BASED ORGANIZATION. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/8588

Chicago Manual of Style (16th Edition):

Park, Sangok. “FROM HOUSEWIVES TO ENVIRONMENTAL ACTIVISTS: A CULTURAL HISTORICAL ACTIVITY THEORY ANALYSIS OF LEARNING IN A KOREAN COMMUNITY-BASED ORGANIZATION.” 2008. Doctoral Dissertation, Penn State University. Accessed September 21, 2019. https://etda.libraries.psu.edu/catalog/8588.

MLA Handbook (7th Edition):

Park, Sangok. “FROM HOUSEWIVES TO ENVIRONMENTAL ACTIVISTS: A CULTURAL HISTORICAL ACTIVITY THEORY ANALYSIS OF LEARNING IN A KOREAN COMMUNITY-BASED ORGANIZATION.” 2008. Web. 21 Sep 2019.

Vancouver:

Park S. FROM HOUSEWIVES TO ENVIRONMENTAL ACTIVISTS: A CULTURAL HISTORICAL ACTIVITY THEORY ANALYSIS OF LEARNING IN A KOREAN COMMUNITY-BASED ORGANIZATION. [Internet] [Doctoral dissertation]. Penn State University; 2008. [cited 2019 Sep 21]. Available from: https://etda.libraries.psu.edu/catalog/8588.

Council of Science Editors:

Park S. FROM HOUSEWIVES TO ENVIRONMENTAL ACTIVISTS: A CULTURAL HISTORICAL ACTIVITY THEORY ANALYSIS OF LEARNING IN A KOREAN COMMUNITY-BASED ORGANIZATION. [Doctoral Dissertation]. Penn State University; 2008. Available from: https://etda.libraries.psu.edu/catalog/8588


University of South Carolina

24. Turner, Larchinee. The Impacts Of A Multimodal Assessment Project In General Biology I At A Southwestern Community College.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This Dissertation in Practice (DiP) uses an action research (AR) methodology to answer a research question pertaining to the impacts of implementing a multimodal-based(more)

Subjects/Keywords: Curriculum and Instruction; authentic assessment; community college; introductory biology; multimodal learning; project-based learning

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

APA (6th Edition):

Turner, L. (2018). The Impacts Of A Multimodal Assessment Project In General Biology I At A Southwestern Community College. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/4983

Chicago Manual of Style (16th Edition):

Turner, Larchinee. “The Impacts Of A Multimodal Assessment Project In General Biology I At A Southwestern Community College.” 2018. Doctoral Dissertation, University of South Carolina. Accessed September 21, 2019. https://scholarcommons.sc.edu/etd/4983.

MLA Handbook (7th Edition):

Turner, Larchinee. “The Impacts Of A Multimodal Assessment Project In General Biology I At A Southwestern Community College.” 2018. Web. 21 Sep 2019.

Vancouver:

Turner L. The Impacts Of A Multimodal Assessment Project In General Biology I At A Southwestern Community College. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Sep 21]. Available from: https://scholarcommons.sc.edu/etd/4983.

Council of Science Editors:

Turner L. The Impacts Of A Multimodal Assessment Project In General Biology I At A Southwestern Community College. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/4983


North-West University

25. Pool, Jessica. An investigation of communities of inquiry within a blended mode of delivery for technology education / Jessica Pool .

Degree: 2014, North-West University

 Enhanced innovative learning through the purposeful development of effective blended teaching and learning environments supported by a variety of interfaces is a strategic focus of… (more)

Subjects/Keywords: Online learning; Blended learning; Community of Inquiry; Technology Education; Graduate teacher training; Design-based research

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

APA (6th Edition):

Pool, J. (2014). An investigation of communities of inquiry within a blended mode of delivery for technology education / Jessica Pool . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/13406

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):

Pool, Jessica. “An investigation of communities of inquiry within a blended mode of delivery for technology education / Jessica Pool .” 2014. Thesis, North-West University. Accessed September 21, 2019. http://hdl.handle.net/10394/13406.

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

MLA Handbook (7th Edition):

Pool, Jessica. “An investigation of communities of inquiry within a blended mode of delivery for technology education / Jessica Pool .” 2014. Web. 21 Sep 2019.

Vancouver:

Pool J. An investigation of communities of inquiry within a blended mode of delivery for technology education / Jessica Pool . [Internet] [Thesis]. North-West University; 2014. [cited 2019 Sep 21]. Available from: http://hdl.handle.net/10394/13406.

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

Council of Science Editors:

Pool J. An investigation of communities of inquiry within a blended mode of delivery for technology education / Jessica Pool . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/13406

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


University of South Carolina

26. Turner, Larchinee. The Impacts of a Multimodal Assessment Project in General Biology I at a Southwestern Community College.

Degree: Degree of Doctor of Education, Educational Studies, 2018, University of South Carolina

  This Dissertation in Practice (DiP) uses an action research (AR) methodology to answer a research question pertaining to the impacts of implementing a multimodal-based(more)

Subjects/Keywords: Curriculum and Instruction; Education; authentic assessment; community college; introductory biology; multimodal learning; project-based learning

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

APA (6th Edition):

Turner, L. (2018). The Impacts of a Multimodal Assessment Project in General Biology I at a Southwestern Community College. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5068

Chicago Manual of Style (16th Edition):

Turner, Larchinee. “The Impacts of a Multimodal Assessment Project in General Biology I at a Southwestern Community College.” 2018. Doctoral Dissertation, University of South Carolina. Accessed September 21, 2019. https://scholarcommons.sc.edu/etd/5068.

MLA Handbook (7th Edition):

Turner, Larchinee. “The Impacts of a Multimodal Assessment Project in General Biology I at a Southwestern Community College.” 2018. Web. 21 Sep 2019.

Vancouver:

Turner L. The Impacts of a Multimodal Assessment Project in General Biology I at a Southwestern Community College. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Sep 21]. Available from: https://scholarcommons.sc.edu/etd/5068.

Council of Science Editors:

Turner L. The Impacts of a Multimodal Assessment Project in General Biology I at a Southwestern Community College. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5068


University of Colorado

27. Teeters, Leah Anne. Studying and Designing for Equity-Oriented Social Change.

Degree: PhD, Education, 2016, University of Colorado

  1.) Relationships de Confianza and the Organization of Collective Social Action We examine the relational elements of community change, focusing on how community health… (more)

Subjects/Keywords: Community Based Research; Community Development; Community Health Workers; ICTD; Learning Technology; Promotoras; Health and Physical Education; Health Communication; Instructional Media Design

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

APA (6th Edition):

Teeters, L. A. (2016). Studying and Designing for Equity-Oriented Social Change. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/82

Chicago Manual of Style (16th Edition):

Teeters, Leah Anne. “Studying and Designing for Equity-Oriented Social Change.” 2016. Doctoral Dissertation, University of Colorado. Accessed September 21, 2019. http://scholar.colorado.edu/educ_gradetds/82.

MLA Handbook (7th Edition):

Teeters, Leah Anne. “Studying and Designing for Equity-Oriented Social Change.” 2016. Web. 21 Sep 2019.

Vancouver:

Teeters LA. Studying and Designing for Equity-Oriented Social Change. [Internet] [Doctoral dissertation]. University of Colorado; 2016. [cited 2019 Sep 21]. Available from: http://scholar.colorado.edu/educ_gradetds/82.

Council of Science Editors:

Teeters LA. Studying and Designing for Equity-Oriented Social Change. [Doctoral Dissertation]. University of Colorado; 2016. Available from: http://scholar.colorado.edu/educ_gradetds/82


Cal Poly

28. Davidson, Alix E. Investigating the Instructor's Role in New Student Sense of Classroom Community.

Degree: MS, 2012, Cal Poly

  The purpose of the study is to determine whether an instructor’s intentional effort to build community in his/her classroom results in a higher sense… (more)

Subjects/Keywords: sense of community; sense of belonging; team building; classroom community; Community-Based Learning; Curriculum and Instruction; Curriculum and Social Inquiry

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APA (6th Edition):

Davidson, A. E. (2012). Investigating the Instructor's Role in New Student Sense of Classroom Community. (Masters Thesis). Cal Poly. Retrieved from https://digitalcommons.calpoly.edu/theses/750 ; 10.15368/theses.2012.71

Chicago Manual of Style (16th Edition):

Davidson, Alix E. “Investigating the Instructor's Role in New Student Sense of Classroom Community.” 2012. Masters Thesis, Cal Poly. Accessed September 21, 2019. https://digitalcommons.calpoly.edu/theses/750 ; 10.15368/theses.2012.71.

MLA Handbook (7th Edition):

Davidson, Alix E. “Investigating the Instructor's Role in New Student Sense of Classroom Community.” 2012. Web. 21 Sep 2019.

Vancouver:

Davidson AE. Investigating the Instructor's Role in New Student Sense of Classroom Community. [Internet] [Masters thesis]. Cal Poly; 2012. [cited 2019 Sep 21]. Available from: https://digitalcommons.calpoly.edu/theses/750 ; 10.15368/theses.2012.71.

Council of Science Editors:

Davidson AE. Investigating the Instructor's Role in New Student Sense of Classroom Community. [Masters Thesis]. Cal Poly; 2012. Available from: https://digitalcommons.calpoly.edu/theses/750 ; 10.15368/theses.2012.71


Portland State University

29. Stokamer, Stephanie Taylor. Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning.

Degree: Doctor of Education (EdD) in Educational Leadership: Postsecondary Education, Educational Leadership and Policy, 2011, Portland State University

  Civic competence is critical to the successful functioning of pluralistic democracies. Developing the knowledge, skills, and motivations for effective democratic participation is a national… (more)

Subjects/Keywords: Civic competence; Civic engagement; Community-based learning; Service learning; Critical pedagogy; Higher Education  – Social aspects; Social justice  – Study and teaching; Community-Based Learning

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

APA (6th Edition):

Stokamer, S. T. (2011). Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/40

Chicago Manual of Style (16th Edition):

Stokamer, Stephanie Taylor. “Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning.” 2011. Doctoral Dissertation, Portland State University. Accessed September 21, 2019. http://pdxscholar.library.pdx.edu/open_access_etds/40.

MLA Handbook (7th Edition):

Stokamer, Stephanie Taylor. “Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning.” 2011. Web. 21 Sep 2019.

Vancouver:

Stokamer ST. Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning. [Internet] [Doctoral dissertation]. Portland State University; 2011. [cited 2019 Sep 21]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/40.

Council of Science Editors:

Stokamer ST. Pedagogical Catalysts of Civic Competence: The Development of a Critical Epistemological Model for Community-Based Learning. [Doctoral Dissertation]. Portland State University; 2011. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/40


University of New Mexico

30. Jaynes, Julie A. CRITICAL SOCIAL JUSTICE THEORY IN ACTION: A PRACTITIONER INQUIRY INTO THE SERVICE-LEARNING CAPSTONE EXPERIENCE.

Degree: Language, Literacy, and Sociocultural Studies, 2017, University of New Mexico

  Service-learning pedagogy can be found in K-12 schools and higher education classrooms across the country. Those programs and courses exist on a complex spectrum… (more)

Subjects/Keywords: service-learning; capstone; practitioner inquiry; community-based research; contact zones; social justice; Civic and Community Engagement; Community-Based Learning; Community-Based Research; Curriculum and Social Inquiry; Language and Literacy Education; Politics and Social Change; Race and Ethnicity; Secondary Education; Service Learning; Social and Philosophical Foundations of Education

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APA (6th Edition):

Jaynes, J. A. (2017). CRITICAL SOCIAL JUSTICE THEORY IN ACTION: A PRACTITIONER INQUIRY INTO THE SERVICE-LEARNING CAPSTONE EXPERIENCE. (Masters Thesis). University of New Mexico. Retrieved from https://digitalrepository.unm.edu/educ_llss_etds/86

Chicago Manual of Style (16th Edition):

Jaynes, Julie A. “CRITICAL SOCIAL JUSTICE THEORY IN ACTION: A PRACTITIONER INQUIRY INTO THE SERVICE-LEARNING CAPSTONE EXPERIENCE.” 2017. Masters Thesis, University of New Mexico. Accessed September 21, 2019. https://digitalrepository.unm.edu/educ_llss_etds/86.

MLA Handbook (7th Edition):

Jaynes, Julie A. “CRITICAL SOCIAL JUSTICE THEORY IN ACTION: A PRACTITIONER INQUIRY INTO THE SERVICE-LEARNING CAPSTONE EXPERIENCE.” 2017. Web. 21 Sep 2019.

Vancouver:

Jaynes JA. CRITICAL SOCIAL JUSTICE THEORY IN ACTION: A PRACTITIONER INQUIRY INTO THE SERVICE-LEARNING CAPSTONE EXPERIENCE. [Internet] [Masters thesis]. University of New Mexico; 2017. [cited 2019 Sep 21]. Available from: https://digitalrepository.unm.edu/educ_llss_etds/86.

Council of Science Editors:

Jaynes JA. CRITICAL SOCIAL JUSTICE THEORY IN ACTION: A PRACTITIONER INQUIRY INTO THE SERVICE-LEARNING CAPSTONE EXPERIENCE. [Masters Thesis]. University of New Mexico; 2017. Available from: https://digitalrepository.unm.edu/educ_llss_etds/86

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