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You searched for subject:(Critical Self Reflection). Showing records 1 – 27 of 27 total matches.

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Harvard University

1. Rigolizzo, Michele. Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn.

Degree: DBA, 2017, Harvard University

Individual self-directed learning is learning that is in the hands of the learner and requires sustained active engagement. Although self-directed learning has proven to be… (more)

Subjects/Keywords: Self-directed learning; individual learning, learning orientation; workplace learning; critical reflection, individual reflection; learning behavior

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APA (6th Edition):

Rigolizzo, M. (2017). Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620141

Chicago Manual of Style (16th Edition):

Rigolizzo, Michele. “Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn.” 2017. Doctoral Dissertation, Harvard University. Accessed December 10, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620141.

MLA Handbook (7th Edition):

Rigolizzo, Michele. “Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn.” 2017. Web. 10 Dec 2019.

Vancouver:

Rigolizzo M. Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Dec 10]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620141.

Council of Science Editors:

Rigolizzo M. Individual Self-Directed Learning Behaviors: A Measure, Model, and Field Experiment Examining How Working Adults Learn. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:40620141


University of Melbourne

2. Mitchell, James I. The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment.

Degree: 2014, University of Melbourne

 My thesis examines the discussion of myth in Max Horkheimer and Theodor Adorno’s Dialectic Of Enlightenment: Philosophical Fragments. Contesting Habermas’ influential reading of Dialectic Of… (more)

Subjects/Keywords: myth; enlightenment; aesthetics; anthropology; Odyssey; Odysseus; Sirens; critical theory; self-reflection

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APA (6th Edition):

Mitchell, J. I. (2014). The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/43097

Chicago Manual of Style (16th Edition):

Mitchell, James I. “The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment.” 2014. Masters Thesis, University of Melbourne. Accessed December 10, 2019. http://hdl.handle.net/11343/43097.

MLA Handbook (7th Edition):

Mitchell, James I. “The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment.” 2014. Web. 10 Dec 2019.

Vancouver:

Mitchell JI. The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment. [Internet] [Masters thesis]. University of Melbourne; 2014. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/11343/43097.

Council of Science Editors:

Mitchell JI. The discussion of myth in Dialectic Of Enlightenment: myth and the unfinished task of enlightenment. [Masters Thesis]. University of Melbourne; 2014. Available from: http://hdl.handle.net/11343/43097


Queens University

3. Wilson, John, Tyler. To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching .

Degree: Education, 2011, Queens University

 The purpose of this thesis is to generate new ways of understanding and imagining what it means to educate for and from a critical consciousness… (more)

Subjects/Keywords: Critical Pedagogy; Autoethnography; Cultural Myths about Teaching; Deborah Brtizman; Critical Self-Reflection

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APA (6th Edition):

Wilson, John, T. (2011). To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6459

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):

Wilson, John, Tyler. “To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching .” 2011. Thesis, Queens University. Accessed December 10, 2019. http://hdl.handle.net/1974/6459.

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

MLA Handbook (7th Edition):

Wilson, John, Tyler. “To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching .” 2011. Web. 10 Dec 2019.

Vancouver:

Wilson, John T. To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching . [Internet] [Thesis]. Queens University; 2011. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/1974/6459.

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

Council of Science Editors:

Wilson, John T. To Make A Difference: Re-viewing the Practice of Critical Pedagogy through the Lens of Cultural Myths about Teaching . [Thesis]. Queens University; 2011. Available from: http://hdl.handle.net/1974/6459

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


University of Kentucky

4. Wielgus, Margot D. Critical-Reflective Thinking: A Phenomenology.

Degree: 2015, University of Kentucky

 This dissertation formulates and describes a type of thinking called critical-reflective thinking. Examples of critical-reflective thinking appear in the works of many major Western philosophical… (more)

Subjects/Keywords: Critical Thinking; Self-Examination; Human Thought; Phenomenology; Self-Reflection; Continental Philosophy; Ethics and Political Philosophy

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APA (6th Edition):

Wielgus, M. D. (2015). Critical-Reflective Thinking: A Phenomenology. (Doctoral Dissertation). University of Kentucky. Retrieved from https://uknowledge.uky.edu/philosophy_etds/6

Chicago Manual of Style (16th Edition):

Wielgus, Margot D. “Critical-Reflective Thinking: A Phenomenology.” 2015. Doctoral Dissertation, University of Kentucky. Accessed December 10, 2019. https://uknowledge.uky.edu/philosophy_etds/6.

MLA Handbook (7th Edition):

Wielgus, Margot D. “Critical-Reflective Thinking: A Phenomenology.” 2015. Web. 10 Dec 2019.

Vancouver:

Wielgus MD. Critical-Reflective Thinking: A Phenomenology. [Internet] [Doctoral dissertation]. University of Kentucky; 2015. [cited 2019 Dec 10]. Available from: https://uknowledge.uky.edu/philosophy_etds/6.

Council of Science Editors:

Wielgus MD. Critical-Reflective Thinking: A Phenomenology. [Doctoral Dissertation]. University of Kentucky; 2015. Available from: https://uknowledge.uky.edu/philosophy_etds/6


Universiteit Utrecht

5. Sleen, T.O. van der. Facilitating Participatory Development: Tools and Typologies.

Degree: 2015, Universiteit Utrecht

 The aim of this research is to analyse participatory efforts in Bluefields, Nicaragua and to put forward a toolkit that will facilitate genuine participation. In… (more)

Subjects/Keywords: Nicaragua; Bluefields; blueEnergy; Participatory Development; Typology of Participation; Toolkit; Tools; Critical Self-Reflection

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

APA (6th Edition):

Sleen, T. O. v. d. (2015). Facilitating Participatory Development: Tools and Typologies. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/320528

Chicago Manual of Style (16th Edition):

Sleen, T O van der. “Facilitating Participatory Development: Tools and Typologies.” 2015. Masters Thesis, Universiteit Utrecht. Accessed December 10, 2019. http://dspace.library.uu.nl:8080/handle/1874/320528.

MLA Handbook (7th Edition):

Sleen, T O van der. “Facilitating Participatory Development: Tools and Typologies.” 2015. Web. 10 Dec 2019.

Vancouver:

Sleen TOvd. Facilitating Participatory Development: Tools and Typologies. [Internet] [Masters thesis]. Universiteit Utrecht; 2015. [cited 2019 Dec 10]. Available from: http://dspace.library.uu.nl:8080/handle/1874/320528.

Council of Science Editors:

Sleen TOvd. Facilitating Participatory Development: Tools and Typologies. [Masters Thesis]. Universiteit Utrecht; 2015. Available from: http://dspace.library.uu.nl:8080/handle/1874/320528


Queensland University of Technology

6. Edwards, Angela Yvette. The professional identity of child care practitioners : self-authorship as a theoretical framework.

Degree: 2014, Queensland University of Technology

 This research contributes new understandings about the development of the professional identity of child care practitioners and how professional identity changes during the transition from… (more)

Subjects/Keywords: child care; professional identity; self-authorship theory; sociocultural theory; vocational education; critical reflection; collaboration

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APA (6th Edition):

Edwards, A. Y. (2014). The professional identity of child care practitioners : self-authorship as a theoretical framework. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/69036/

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):

Edwards, Angela Yvette. “The professional identity of child care practitioners : self-authorship as a theoretical framework.” 2014. Thesis, Queensland University of Technology. Accessed December 10, 2019. https://eprints.qut.edu.au/69036/.

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

MLA Handbook (7th Edition):

Edwards, Angela Yvette. “The professional identity of child care practitioners : self-authorship as a theoretical framework.” 2014. Web. 10 Dec 2019.

Vancouver:

Edwards AY. The professional identity of child care practitioners : self-authorship as a theoretical framework. [Internet] [Thesis]. Queensland University of Technology; 2014. [cited 2019 Dec 10]. Available from: https://eprints.qut.edu.au/69036/.

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

Council of Science Editors:

Edwards AY. The professional identity of child care practitioners : self-authorship as a theoretical framework. [Thesis]. Queensland University of Technology; 2014. Available from: https://eprints.qut.edu.au/69036/

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


SUNY College at Brockport

7. Gibson, Yvonne. The Implications of a Quality Teacher Education Program Implementing a Multicultural Studies Curriculum: Combating the Old Diversity Paradigm of the 21st Century Classroom.

Degree: MSEd, Education and Human Development, 2017, SUNY College at Brockport

  Education in the United States looks different to many different people. In fact, it is taught differently, depending on a number of different factors.… (more)

Subjects/Keywords: Diversity; Critical Conscious(ness); Culturally Relevant Pedagogy; Culturally Responsive Teaching; Multicultural(ism); Self-Aware; Self-Reflection; Teacher Preparation Program; Education

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APA (6th Edition):

Gibson, Y. (2017). The Implications of a Quality Teacher Education Program Implementing a Multicultural Studies Curriculum: Combating the Old Diversity Paradigm of the 21st Century Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/872

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):

Gibson, Yvonne. “The Implications of a Quality Teacher Education Program Implementing a Multicultural Studies Curriculum: Combating the Old Diversity Paradigm of the 21st Century Classroom.” 2017. Thesis, SUNY College at Brockport. Accessed December 10, 2019. https://digitalcommons.brockport.edu/ehd_theses/872.

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

MLA Handbook (7th Edition):

Gibson, Yvonne. “The Implications of a Quality Teacher Education Program Implementing a Multicultural Studies Curriculum: Combating the Old Diversity Paradigm of the 21st Century Classroom.” 2017. Web. 10 Dec 2019.

Vancouver:

Gibson Y. The Implications of a Quality Teacher Education Program Implementing a Multicultural Studies Curriculum: Combating the Old Diversity Paradigm of the 21st Century Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2017. [cited 2019 Dec 10]. Available from: https://digitalcommons.brockport.edu/ehd_theses/872.

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

Council of Science Editors:

Gibson Y. The Implications of a Quality Teacher Education Program Implementing a Multicultural Studies Curriculum: Combating the Old Diversity Paradigm of the 21st Century Classroom. [Thesis]. SUNY College at Brockport; 2017. Available from: https://digitalcommons.brockport.edu/ehd_theses/872

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


Vilnius Pedagogical University

8. Šaulys, Vakaris. Pragmatinės kompetencijos ugdymas anglų kalbos pamokoje per kalbėjimą.

Degree: Master, Philology, 2006, Vilnius Pedagogical University

 This paper deals with developing pragmatic competence in the English as a second language classroom, mainly through speaking activities. In Part One the theoretical background… (more)

Subjects/Keywords: Interaction; Textbook; Reflection; Activity; Self-awareness; Critical thinking; Pragmatic

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APA (6th Edition):

Šaulys, Vakaris. (2006). Pragmatinės kompetencijos ugdymas anglų kalbos pamokoje per kalbėjimą. (Masters Thesis). Vilnius Pedagogical University. Retrieved from http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20060530_164932-21619 ;

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

Chicago Manual of Style (16th Edition):

Šaulys, Vakaris. “Pragmatinės kompetencijos ugdymas anglų kalbos pamokoje per kalbėjimą.” 2006. Masters Thesis, Vilnius Pedagogical University. Accessed December 10, 2019. http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20060530_164932-21619 ;.

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

MLA Handbook (7th Edition):

Šaulys, Vakaris. “Pragmatinės kompetencijos ugdymas anglų kalbos pamokoje per kalbėjimą.” 2006. Web. 10 Dec 2019.

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

Vancouver:

Šaulys, Vakaris. Pragmatinės kompetencijos ugdymas anglų kalbos pamokoje per kalbėjimą. [Internet] [Masters thesis]. Vilnius Pedagogical University; 2006. [cited 2019 Dec 10]. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20060530_164932-21619 ;.

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

Council of Science Editors:

Šaulys, Vakaris. Pragmatinės kompetencijos ugdymas anglų kalbos pamokoje per kalbėjimą. [Masters Thesis]. Vilnius Pedagogical University; 2006. Available from: http://vddb.laba.lt/obj/LT-eLABa-0001:E.02~2006~D_20060530_164932-21619 ;

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


UCLA

9. Rios, Brooke Merryfield. Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders.

Degree: Education, 2019, UCLA

 In response to the demographic divide between administrators and students in urban public schools, this study examined the experiences of 5 White urban school leaders… (more)

Subjects/Keywords: Educational leadership; Affinity Group; Anti-Racist Leadership; Critical Self Reflection; Culturally Responsive School Leadership Theory; Reflective Supervision; White Racial Identity Development

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APA (6th Edition):

Rios, B. M. (2019). Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2564v7gk

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):

Rios, Brooke Merryfield. “Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders.” 2019. Thesis, UCLA. Accessed December 10, 2019. http://www.escholarship.org/uc/item/2564v7gk.

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

MLA Handbook (7th Edition):

Rios, Brooke Merryfield. “Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders.” 2019. Web. 10 Dec 2019.

Vancouver:

Rios BM. Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders. [Internet] [Thesis]. UCLA; 2019. [cited 2019 Dec 10]. Available from: http://www.escholarship.org/uc/item/2564v7gk.

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

Council of Science Editors:

Rios BM. Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders. [Thesis]. UCLA; 2019. Available from: http://www.escholarship.org/uc/item/2564v7gk

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


University of Guelph

10. Cairney, Kristen. Critically Reflecting on Critical Self-Reflection: An examination of student experiences and professional development in a human service practicum course .

Degree: 2015, University of Guelph

 This thesis is an investigation of student experiences with the process of critical self-reflection and professional identity development in practicum. The process of critical self-reflection(more)

Subjects/Keywords: critical reflection; critical self-reflection; professional development; social work; teaching; human service work; critical consciousness; Mezirow; Freire; transformative learning; relational learning; narrative teaching; identity development; young adulthood; higher learning; professional identity development; post-secondary education; instructional methods; practicum; service learning; career theory; work socialization; role models; disorienting dilemmas; practicum supervision; critical theory

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APA (6th Edition):

Cairney, K. (2015). Critically Reflecting on Critical Self-Reflection: An examination of student experiences and professional development in a human service practicum course . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8709

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):

Cairney, Kristen. “Critically Reflecting on Critical Self-Reflection: An examination of student experiences and professional development in a human service practicum course .” 2015. Thesis, University of Guelph. Accessed December 10, 2019. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8709.

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

MLA Handbook (7th Edition):

Cairney, Kristen. “Critically Reflecting on Critical Self-Reflection: An examination of student experiences and professional development in a human service practicum course .” 2015. Web. 10 Dec 2019.

Vancouver:

Cairney K. Critically Reflecting on Critical Self-Reflection: An examination of student experiences and professional development in a human service practicum course . [Internet] [Thesis]. University of Guelph; 2015. [cited 2019 Dec 10]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8709.

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

Council of Science Editors:

Cairney K. Critically Reflecting on Critical Self-Reflection: An examination of student experiences and professional development in a human service practicum course . [Thesis]. University of Guelph; 2015. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/8709

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


The Ohio State University

11. Jagger, Carla Beth. Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation.

Degree: PhD, Agricultural and Extension Education, 2016, The Ohio State University

 Society is becoming more diverse, creating a need for cultural proficiency and critical consciousness. Therefore, attention has been given to studying current areas of growth… (more)

Subjects/Keywords: Agricultural Education; Multicultural Education; culturally responsive citizenry, culturally responsive teaching, cultural proficiency, cultural critical consciousness, immersion experiences, self-reflection, underrepresented populations, service-learning, agriscience, pre-service teachers

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APA (6th Edition):

Jagger, C. B. (2016). Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1468884257

Chicago Manual of Style (16th Edition):

Jagger, Carla Beth. “Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation.” 2016. Doctoral Dissertation, The Ohio State University. Accessed December 10, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1468884257.

MLA Handbook (7th Edition):

Jagger, Carla Beth. “Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation.” 2016. Web. 10 Dec 2019.

Vancouver:

Jagger CB. Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation. [Internet] [Doctoral dissertation]. The Ohio State University; 2016. [cited 2019 Dec 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1468884257.

Council of Science Editors:

Jagger CB. Undergraduate Students’ Cultural Proficiency Education in Career and Citizenship Preparation. [Doctoral Dissertation]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1468884257

12. Álvaro, João Carlos Charneca. Uma abordagem ao feedback informal: um estudo semanal em contexto organizacional.

Degree: 2016, RCAAP

Objetivo – O presente estudo procura dar a conhecer o momento em que as organizações se encontram no que diz respeito aos seus sistemas de… (more)

Subjects/Keywords: Psicologia social; Organizações; Desempenho organizacional; Adaptabilidade do trabalhador; Auto-avaliação; Parecer; Critical events; Feedback; Self-reflection; Informal performance management; Domínio/Área Científica::Ciências Sociais::Psicologia

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APA (6th Edition):

Álvaro, J. C. C. (2016). Uma abordagem ao feedback informal: um estudo semanal em contexto organizacional. (Thesis). RCAAP. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/13712

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):

Álvaro, João Carlos Charneca. “Uma abordagem ao feedback informal: um estudo semanal em contexto organizacional.” 2016. Thesis, RCAAP. Accessed December 10, 2019. https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/13712.

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

MLA Handbook (7th Edition):

Álvaro, João Carlos Charneca. “Uma abordagem ao feedback informal: um estudo semanal em contexto organizacional.” 2016. Web. 10 Dec 2019.

Vancouver:

Álvaro JCC. Uma abordagem ao feedback informal: um estudo semanal em contexto organizacional. [Internet] [Thesis]. RCAAP; 2016. [cited 2019 Dec 10]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/13712.

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

Council of Science Editors:

Álvaro JCC. Uma abordagem ao feedback informal: um estudo semanal em contexto organizacional. [Thesis]. RCAAP; 2016. Available from: https://www.rcaap.pt/detail.jsp?id=oai:repositorio.iscte-iul.pt:10071/13712

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


Texas State University – San Marcos

13. Lunkin, Karen L. Maxfield. Praxis Leadership: A Micro-Autoethnography of Intersections Between Tension, Spirituality and Education.

Degree: PhD, School Improvement, 2015, Texas State University – San Marcos

 This study explores the unexpected moments of tension experienced by educational leaders who consider themselves to be spiritual leaders. Our research questions that guide our… (more)

Subjects/Keywords: Autoethnography; Critical Self-Reflection; Educational Leadership; Micro-Ethnography; Spirituality; Plática; Praxis; Third Space; Multicultural education; Educational leadership – Moral and ethical aspects; Ethnology – Authorship

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APA (6th Edition):

Lunkin, K. L. M. (2015). Praxis Leadership: A Micro-Autoethnography of Intersections Between Tension, Spirituality and Education. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5898

Chicago Manual of Style (16th Edition):

Lunkin, Karen L Maxfield. “Praxis Leadership: A Micro-Autoethnography of Intersections Between Tension, Spirituality and Education.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/5898.

MLA Handbook (7th Edition):

Lunkin, Karen L Maxfield. “Praxis Leadership: A Micro-Autoethnography of Intersections Between Tension, Spirituality and Education.” 2015. Web. 10 Dec 2019.

Vancouver:

Lunkin KLM. Praxis Leadership: A Micro-Autoethnography of Intersections Between Tension, Spirituality and Education. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/5898.

Council of Science Editors:

Lunkin KLM. Praxis Leadership: A Micro-Autoethnography of Intersections Between Tension, Spirituality and Education. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/5898


Laurentian University

14. Eckenswiller, Kristin. Examining the critically reflective approach and the use of self in practice with older adults living with mental ill-health .

Degree: 2018, Laurentian University

 The following advanced practicum document reviews my social work practice experience on both the In-Patient Psychogeriatric Unit as well as the Out-Patient Geriatric Behaviour Response… (more)

Subjects/Keywords: In-Patient Psychogeriatric Unit; Out-Patient Geriatric Behaviour Response Team; Grey Bruce Health Services (GBHS) hospital; ethical social work practice; critical reflection of self; multidisciplinary, medical team setting; critical reflective practice

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APA (6th Edition):

Eckenswiller, K. (2018). Examining the critically reflective approach and the use of self in practice with older adults living with mental ill-health . (Thesis). Laurentian University. Retrieved from https://zone.biblio.laurentian.ca/handle/10219/3226

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):

Eckenswiller, Kristin. “Examining the critically reflective approach and the use of self in practice with older adults living with mental ill-health .” 2018. Thesis, Laurentian University. Accessed December 10, 2019. https://zone.biblio.laurentian.ca/handle/10219/3226.

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

MLA Handbook (7th Edition):

Eckenswiller, Kristin. “Examining the critically reflective approach and the use of self in practice with older adults living with mental ill-health .” 2018. Web. 10 Dec 2019.

Vancouver:

Eckenswiller K. Examining the critically reflective approach and the use of self in practice with older adults living with mental ill-health . [Internet] [Thesis]. Laurentian University; 2018. [cited 2019 Dec 10]. Available from: https://zone.biblio.laurentian.ca/handle/10219/3226.

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

Council of Science Editors:

Eckenswiller K. Examining the critically reflective approach and the use of self in practice with older adults living with mental ill-health . [Thesis]. Laurentian University; 2018. Available from: https://zone.biblio.laurentian.ca/handle/10219/3226

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


North-West University

15. Slabbert-Redpath, Jacqueline. A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath .

Degree: 2014, North-West University

 In terms of assessment practices, in all facets of education there is a strong focus on assessment at the end of learning. New trends in… (more)

Subjects/Keywords: Curriculum; Praxis; Critical theory; Self-reflection; Action; Classroom assessment; Assessment for learning; Assessment of learning; Assessment as learning; Higher Education context; Participatory action research and critical discourse analysis; Kurrikulum; Praksis; Kritiese teorie; Self-refleksie; Aksie; Klaskamerassessering; Assessering van leer; Assessering vir leer; Assessering as leer; Hoër onderwys konteks; Deelnemende aksie navorsing en kritiese diskoers analise

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APA (6th Edition):

Slabbert-Redpath, J. (2014). A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath . (Thesis). North-West University. Retrieved from http://hdl.handle.net/10394/11980

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):

Slabbert-Redpath, Jacqueline. “A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath .” 2014. Thesis, North-West University. Accessed December 10, 2019. http://hdl.handle.net/10394/11980.

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

MLA Handbook (7th Edition):

Slabbert-Redpath, Jacqueline. “A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath .” 2014. Web. 10 Dec 2019.

Vancouver:

Slabbert-Redpath J. A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath . [Internet] [Thesis]. North-West University; 2014. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10394/11980.

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

Council of Science Editors:

Slabbert-Redpath J. A critical reflection on the curriculum praxis of classroom assessment within a higher education context / Jacqueline Slabbert-Redpath . [Thesis]. North-West University; 2014. Available from: http://hdl.handle.net/10394/11980

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


Georgia Southern University

16. Gillis, Lawanda P. "Courageous conversations": Rural South Georgia Teachers Reflecting on the Role of Race and Racism in the Education of Rural South Georgia Students.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2009, Georgia Southern University

  Author's abstract: The requirements of the No Child Left Behind Act of 2001 has forced school systems throughout the United States to consider the… (more)

Subjects/Keywords: ETD; achievement gap; action research; critical race theory; institutional racism; No Child Left Behind; racism; self-reflection; whiteness; white privilege; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry; Education; Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations, ETDs, Student Research

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APA (6th Edition):

Gillis, L. P. (2009). "Courageous conversations": Rural South Georgia Teachers Reflecting on the Role of Race and Racism in the Education of Rural South Georgia Students. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1032

Chicago Manual of Style (16th Edition):

Gillis, Lawanda P. “"Courageous conversations": Rural South Georgia Teachers Reflecting on the Role of Race and Racism in the Education of Rural South Georgia Students.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed December 10, 2019. https://digitalcommons.georgiasouthern.edu/etd/1032.

MLA Handbook (7th Edition):

Gillis, Lawanda P. “"Courageous conversations": Rural South Georgia Teachers Reflecting on the Role of Race and Racism in the Education of Rural South Georgia Students.” 2009. Web. 10 Dec 2019.

Vancouver:

Gillis LP. "Courageous conversations": Rural South Georgia Teachers Reflecting on the Role of Race and Racism in the Education of Rural South Georgia Students. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2019 Dec 10]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1032.

Council of Science Editors:

Gillis LP. "Courageous conversations": Rural South Georgia Teachers Reflecting on the Role of Race and Racism in the Education of Rural South Georgia Students. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: https://digitalcommons.georgiasouthern.edu/etd/1032

17. Sousa, Rui Filipe de Jesus Pinto de. Relatório da atividade profissional.

Degree: 2018, Universidade da Madeira

Este relatório reporta-se a atividade profissional que desenvolvemos nos últimos anos, na Escola Salesiana de Artes e Ofícios, Escola EB1/JI Espinho nº2, Escola S/3 Arquitecto… (more)

Subjects/Keywords: Educação física; Docente; Reflexão crítica; Atividade profissional; Physical education; Teacher; Critical reflection; Schools; Professional activity; Assessment; Self-esteem; Health and wellness; Teacher of excellence; Ensino de Educação Física nos Ensinos Básico e Secundário; .; Faculdade de Ciências Sociais; Domínio/Área Científica::Ciências Sociais::Outras Ciências Sociais

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APA (6th Edition):

Sousa, R. F. d. J. P. d. (2018). Relatório da atividade profissional. (Thesis). Universidade da Madeira. Retrieved from https://www.rcaap.pt/detail.jsp?id=oai:digituma.uma.pt:10400.13/1904

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):

Sousa, Rui Filipe de Jesus Pinto de. “Relatório da atividade profissional.” 2018. Thesis, Universidade da Madeira. Accessed December 10, 2019. https://www.rcaap.pt/detail.jsp?id=oai:digituma.uma.pt:10400.13/1904.

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

MLA Handbook (7th Edition):

Sousa, Rui Filipe de Jesus Pinto de. “Relatório da atividade profissional.” 2018. Web. 10 Dec 2019.

Vancouver:

Sousa RFdJPd. Relatório da atividade profissional. [Internet] [Thesis]. Universidade da Madeira; 2018. [cited 2019 Dec 10]. Available from: https://www.rcaap.pt/detail.jsp?id=oai:digituma.uma.pt:10400.13/1904.

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

Council of Science Editors:

Sousa RFdJPd. Relatório da atividade profissional. [Thesis]. Universidade da Madeira; 2018. Available from: https://www.rcaap.pt/detail.jsp?id=oai:digituma.uma.pt:10400.13/1904

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


University of South Africa

18. Van Kleef, Heidi. Fasilitering van krities reflektiewe leer in verpleegonderwys .

Degree: 2002, University of South Africa

 The purpose of this research was to draw up guidelines for nursing tutors on the facilitation of critical reflective learning in student nurses within the… (more)

Subjects/Keywords: Critical reflection; Experiential learning; Evaluation; Facilitation; Learning facilitator; Learning strategies; Nursing education; Outcomes-based education; Reflective practices; Self-directed learner

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APA (6th Edition):

Van Kleef, H. (2002). Fasilitering van krities reflektiewe leer in verpleegonderwys . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/1544

Chicago Manual of Style (16th Edition):

Van Kleef, Heidi. “Fasilitering van krities reflektiewe leer in verpleegonderwys .” 2002. Masters Thesis, University of South Africa. Accessed December 10, 2019. http://hdl.handle.net/10500/1544.

MLA Handbook (7th Edition):

Van Kleef, Heidi. “Fasilitering van krities reflektiewe leer in verpleegonderwys .” 2002. Web. 10 Dec 2019.

Vancouver:

Van Kleef H. Fasilitering van krities reflektiewe leer in verpleegonderwys . [Internet] [Masters thesis]. University of South Africa; 2002. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10500/1544.

Council of Science Editors:

Van Kleef H. Fasilitering van krities reflektiewe leer in verpleegonderwys . [Masters Thesis]. University of South Africa; 2002. Available from: http://hdl.handle.net/10500/1544

19. Henderson, Karon. THE MICROPOLITICS OF EDUCATIONAL POLICY: THE INTERSECTION OF.

Degree: 2013

Subjects/Keywords: Cultural proficiency; Educational policy; Micropolitics; Teacher agency; Teacher identity; Awareness of self; Cultural awareness; Cultural competency; Critical pedagogy; Critical approach to teaching; Critical conversations; Critical reflection; Policy as practice

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APA (6th Edition):

Henderson, K. (2013). THE MICROPOLITICS OF EDUCATIONAL POLICY: THE INTERSECTION OF. (Thesis). [No school.] Retrieved from http://hdl.handle.net/2249.1/62702

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Chicago Manual of Style (16th Edition):

Henderson, Karon. “THE MICROPOLITICS OF EDUCATIONAL POLICY: THE INTERSECTION OF.” 2013. Thesis, [No school]. Accessed December 10, 2019. http://hdl.handle.net/2249.1/62702.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

MLA Handbook (7th Edition):

Henderson, Karon. “THE MICROPOLITICS OF EDUCATIONAL POLICY: THE INTERSECTION OF.” 2013. Web. 10 Dec 2019.

Vancouver:

Henderson K. THE MICROPOLITICS OF EDUCATIONAL POLICY: THE INTERSECTION OF. [Internet] [Thesis]. [No school]; 2013. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/2249.1/62702.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.

Council of Science Editors:

Henderson K. THE MICROPOLITICS OF EDUCATIONAL POLICY: THE INTERSECTION OF. [Thesis]. [No school]; 2013. Available from: http://hdl.handle.net/2249.1/62702

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No school.


University of South Africa

20. Van Aswegen, Elsie Johanna. Critical reflective practice : conceptual exploration and model construction.

Degree: 1998, University of South Africa

 Although it is relatively easy to study and learn about a practice discipline in the safe environment of an academic institution, it is far more… (more)

Subjects/Keywords: Critical reflective practice; Critical thinking; Critical reflective learning; Reflection; Creativity; Praxis; (Self-) Consciousness; Transformative intellectual; Regulation through choice; Transformative intellectual; Emancipatory learning; Guided critical reflective technique; Dialogical thinking; Empowerment; Autonomy; Vision; Motivation; Communication; Caring & naturalistic paradigm

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APA (6th Edition):

Van Aswegen, E. J. (1998). Critical reflective practice : conceptual exploration and model construction. (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/16243

Chicago Manual of Style (16th Edition):

Van Aswegen, Elsie Johanna. “Critical reflective practice : conceptual exploration and model construction.” 1998. Doctoral Dissertation, University of South Africa. Accessed December 10, 2019. http://hdl.handle.net/10500/16243.

MLA Handbook (7th Edition):

Van Aswegen, Elsie Johanna. “Critical reflective practice : conceptual exploration and model construction.” 1998. Web. 10 Dec 2019.

Vancouver:

Van Aswegen EJ. Critical reflective practice : conceptual exploration and model construction. [Internet] [Doctoral dissertation]. University of South Africa; 1998. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10500/16243.

Council of Science Editors:

Van Aswegen EJ. Critical reflective practice : conceptual exploration and model construction. [Doctoral Dissertation]. University of South Africa; 1998. Available from: http://hdl.handle.net/10500/16243

21. Farmer, Christine N. Critical Reflection Seals the DEAL: An Experiment Examining the Effects of Different Reflection Methods on Civic-Related Outcomes of Service-Learning.

Degree: MA, Psychology, Clinical, 2015, University of Dayton

 The present study examined student outcomes across a semester of service-learning participation. The study examined two hypotheses: (1) students engaged in service-learning will have significant… (more)

Subjects/Keywords: Psychology; Higher Education; DEAL Model Reflection; Community Service Self-Efficacy; Civic Action; service-learning; behavioral activation; self-efficacy; homelessness; experiment; critical reflection; service-learning outcomes; civic-minded graduate

critical reflection and assessment (Ash & Clayton, 2009). This model uses Bloom’s… …reflection may lead to greater gains in self-efficacy over the course of a service-learning… …a function of reflection; specifically the self-efficacy element of the civic-minded… …a Function of Reflection Condition and Time (Pre-to-Post Semester)… …38 3. Group Differences for Civic Action Outcomes as a Function of Reflection Condition and… 

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APA (6th Edition):

Farmer, C. N. (2015). Critical Reflection Seals the DEAL: An Experiment Examining the Effects of Different Reflection Methods on Civic-Related Outcomes of Service-Learning. (Masters Thesis). University of Dayton. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=dayton1436285167

Chicago Manual of Style (16th Edition):

Farmer, Christine N. “Critical Reflection Seals the DEAL: An Experiment Examining the Effects of Different Reflection Methods on Civic-Related Outcomes of Service-Learning.” 2015. Masters Thesis, University of Dayton. Accessed December 10, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1436285167.

MLA Handbook (7th Edition):

Farmer, Christine N. “Critical Reflection Seals the DEAL: An Experiment Examining the Effects of Different Reflection Methods on Civic-Related Outcomes of Service-Learning.” 2015. Web. 10 Dec 2019.

Vancouver:

Farmer CN. Critical Reflection Seals the DEAL: An Experiment Examining the Effects of Different Reflection Methods on Civic-Related Outcomes of Service-Learning. [Internet] [Masters thesis]. University of Dayton; 2015. [cited 2019 Dec 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1436285167.

Council of Science Editors:

Farmer CN. Critical Reflection Seals the DEAL: An Experiment Examining the Effects of Different Reflection Methods on Civic-Related Outcomes of Service-Learning. [Masters Thesis]. University of Dayton; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=dayton1436285167


Queensland University of Technology

22. Lebler, Don. Getting smarter music : a role for reflection in self-directed music learning.

Degree: 2007, Queensland University of Technology

 Conservatoires all over the world are re-examining their educational roles and practices in a changing cultural and economic context, including re-evaluating their function as sites… (more)

Subjects/Keywords: learning; music-learning; self-directed learning; scaffolded learning; assessment; self assessment; peer assessment; criteria-referenced assessment; assessment standards; knowledge; know-how; reflection; critical reflection; collaboration; collaborative learning; peer learning; peer teaching

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APA (6th Edition):

Lebler, D. (2007). Getting smarter music : a role for reflection in self-directed music learning. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/16482/

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):

Lebler, Don. “Getting smarter music : a role for reflection in self-directed music learning.” 2007. Thesis, Queensland University of Technology. Accessed December 10, 2019. https://eprints.qut.edu.au/16482/.

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

MLA Handbook (7th Edition):

Lebler, Don. “Getting smarter music : a role for reflection in self-directed music learning.” 2007. Web. 10 Dec 2019.

Vancouver:

Lebler D. Getting smarter music : a role for reflection in self-directed music learning. [Internet] [Thesis]. Queensland University of Technology; 2007. [cited 2019 Dec 10]. Available from: https://eprints.qut.edu.au/16482/.

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

Council of Science Editors:

Lebler D. Getting smarter music : a role for reflection in self-directed music learning. [Thesis]. Queensland University of Technology; 2007. Available from: https://eprints.qut.edu.au/16482/

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


University of Canberra

23. Thadphoothon, Janpha. Promoting critical thinking in language learning through computer-mediated collaborative learning: a preliminary investigation.

Degree: 2005, University of Canberra

 This thesis proposed a framework for conceptualizing critical thinking in language learning. A learning environment where collaborative learning and network technology were combined − computer-mediated collaborative learning… (more)

Subjects/Keywords: critical thinking; language learning; learning environment; communication; reasoning; self-reflection; Bamboo Enterprise; University of Canberra; UC; internet in education; second language learning; Dhurakij Pundit University; collaborative learning

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APA (6th Edition):

Thadphoothon, J. (2005). Promoting critical thinking in language learning through computer-mediated collaborative learning: a preliminary investigation. (Thesis). University of Canberra. Retrieved from http://erl.canberra.edu.au./public/adt-AUC20060804.141259

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):

Thadphoothon, Janpha. “Promoting critical thinking in language learning through computer-mediated collaborative learning: a preliminary investigation.” 2005. Thesis, University of Canberra. Accessed December 10, 2019. http://erl.canberra.edu.au./public/adt-AUC20060804.141259.

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

MLA Handbook (7th Edition):

Thadphoothon, Janpha. “Promoting critical thinking in language learning through computer-mediated collaborative learning: a preliminary investigation.” 2005. Web. 10 Dec 2019.

Vancouver:

Thadphoothon J. Promoting critical thinking in language learning through computer-mediated collaborative learning: a preliminary investigation. [Internet] [Thesis]. University of Canberra; 2005. [cited 2019 Dec 10]. Available from: http://erl.canberra.edu.au./public/adt-AUC20060804.141259.

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

Council of Science Editors:

Thadphoothon J. Promoting critical thinking in language learning through computer-mediated collaborative learning: a preliminary investigation. [Thesis]. University of Canberra; 2005. Available from: http://erl.canberra.edu.au./public/adt-AUC20060804.141259

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


University of South Africa

24. Van der Merwe, Wynand Johannes. Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk .

Degree: 2013, University of South Africa

 Due to the radical reform in mathematics education worldwide, the mathematics curriculum underwent dramatic changes in order to meet the new objectives in mathematics. This… (more)

Subjects/Keywords: Align curriculum content; Instruction; Standards; Cognitive development; Deductive application; Coherent content; Correlation; Self-reflection; Training intervention; Instruction structure; Prescribed curriculum; Planned curriculum; Implemented curriculum; Methodological instruction; Align development; Procedural flexibility; Professional development; Transformation; Critical emancipating paradigm; Spiral diagram; Procedural complexity; Inlynkurrikuluminhoude; Instruksie; Standaarde; Kognitiewe ontwikkeling; Deduktiewe toepassing; Koherente inhoude; Korrelasie; Selfrefleksie; Opleidingintervensie; Instruksiestruktuur; Voorgeskrewe kurrikulum; Voorgenome kurrikulum; Geïmplementeerde kurrikulum; Metodologiese instruksie; Inlynontwikkeling; Prosedurebuigsaamheid; Professionele ontwikkeling; Transformasie; Krities emansiperende paradigma; Spiraaldiagram; Prosedurekompleksiteit

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APA (6th Edition):

Van der Merwe, W. J. (2013). Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/13982

Chicago Manual of Style (16th Edition):

Van der Merwe, Wynand Johannes. “Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk .” 2013. Doctoral Dissertation, University of South Africa. Accessed December 10, 2019. http://hdl.handle.net/10500/13982.

MLA Handbook (7th Edition):

Van der Merwe, Wynand Johannes. “Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk .” 2013. Web. 10 Dec 2019.

Vancouver:

Van der Merwe WJ. Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk . [Internet] [Doctoral dissertation]. University of South Africa; 2013. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/10500/13982.

Council of Science Editors:

Van der Merwe WJ. Handboekouteurs en wiskunde-onderwysers se inlyninterpretasie van die wiskundekurrikulum vir effektiewe klaskamerpraktyk . [Doctoral Dissertation]. University of South Africa; 2013. Available from: http://hdl.handle.net/10500/13982


University of Toronto

25. Schwarz, Kaylan Horner. Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement.

Degree: 2010, University of Toronto

This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently… (more)

Subjects/Keywords: citizenship education; community service; community involvement; secondary school students; social class; socio-economic status; adult role models; teacher mentorship; critical pedagogy; qualitative research; quantitative research; mixed method; Ontario; curriculum; reflection; social justice; service learning; graduation requirement; mandatory; high school students; youth; adolescent; young people; active citizenship; agency; self-efficacy; social change; privilege; volunteer; independent school; private school; public school; alternative school; at-risk; high-income; low-income; social problems; service recipients; mandated; focus group; survey; Canada; citizen; participation; comparative; access; 0727

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APA (6th Edition):

Schwarz, K. H. (2010). Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25654

Chicago Manual of Style (16th Edition):

Schwarz, Kaylan Horner. “Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement.” 2010. Masters Thesis, University of Toronto. Accessed December 10, 2019. http://hdl.handle.net/1807/25654.

MLA Handbook (7th Edition):

Schwarz, Kaylan Horner. “Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement.” 2010. Web. 10 Dec 2019.

Vancouver:

Schwarz KH. Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2019 Dec 10]. Available from: http://hdl.handle.net/1807/25654.

Council of Science Editors:

Schwarz KH. Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25654

26. Henderson, Karon. The Micropolitics of Educational Policy: The Intersection of Policy, Practice, and Ontology of White English-Speaking Elementary Teachers In Multilingual Classrooms.

Degree: PhD, School Improvement, 2012, Texas State University – San Marcos

 This study examines the micropolitics of current educational policy implementation regarding the education of English Language Learners (ELLs) in multicultural classrooms which are taught by… (more)

Subjects/Keywords: Cultural proficiency; Educational policy; Micropolitics; Teacher agency; Teacher identity; Awareness of self; Cultural awareness; Cultural competency; Critical pedagogy; Critical approach to teaching; Critical conversations; Critical reflection; Policy as practice; Multicultural education; Education and state; Cultural pluralism – Study and teaching (Elementary) – United States; Academic achievement; Critical pedagogy

…61 Critical Reflection… …informed by an understanding of self, cultural competency, and critical pedagogy, and (b… …interplay between an understanding of self, cultural competency, and critical pedagogy as we carry… …her students bring into her class each day. A discussion focused on critical reflection of… …49 CHAPTER IV: MICROPOLITICS AND CRITICAL PEDAGOGY: A LESSON FROM CLAUDIA… 

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

APA (6th Edition):

Henderson, K. (2012). The Micropolitics of Educational Policy: The Intersection of Policy, Practice, and Ontology of White English-Speaking Elementary Teachers In Multilingual Classrooms. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/4374

Chicago Manual of Style (16th Edition):

Henderson, Karon. “The Micropolitics of Educational Policy: The Intersection of Policy, Practice, and Ontology of White English-Speaking Elementary Teachers In Multilingual Classrooms.” 2012. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 10, 2019. https://digital.library.txstate.edu/handle/10877/4374.

MLA Handbook (7th Edition):

Henderson, Karon. “The Micropolitics of Educational Policy: The Intersection of Policy, Practice, and Ontology of White English-Speaking Elementary Teachers In Multilingual Classrooms.” 2012. Web. 10 Dec 2019.

Vancouver:

Henderson K. The Micropolitics of Educational Policy: The Intersection of Policy, Practice, and Ontology of White English-Speaking Elementary Teachers In Multilingual Classrooms. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2012. [cited 2019 Dec 10]. Available from: https://digital.library.txstate.edu/handle/10877/4374.

Council of Science Editors:

Henderson K. The Micropolitics of Educational Policy: The Intersection of Policy, Practice, and Ontology of White English-Speaking Elementary Teachers In Multilingual Classrooms. [Doctoral Dissertation]. Texas State University – San Marcos; 2012. Available from: https://digital.library.txstate.edu/handle/10877/4374


North Carolina State University

27. Newville, Sandra. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.

Degree: EdD, Adult and Community College Education, 2007, North Carolina State University

 This study describes the framework that artists use to create works of art that foster emancipatory responses in viewers. Then it relates that framework to… (more)

Subjects/Keywords: critical subjectivity; artists? process; emancipatory education; Dewey; diversity of knowing; The Aesthetic Dimension; adult education; abstract knowledge; worldviews; knowledge construction; knowing yourself; John Heron; John Dewey; artistic transcendence; artistic thinking; perceptual function; open-ended thinking; organic perspective; painting; critical consciousness; creativity; presentational knowing; pragmatism; practical mode; teaching from the heart; teaching by feeling; tacit knowledge; artistic intelligence; intuitive cognition; interpersonal intelligence; interaction of self and world; integration of self and world; integrated knowing; integral experience; inertia of habit; imagination; artist educator; art and reason; practical knowing; art and emancipation; Art and Experience; affect; affective mode; agency; analytic aesthetics; art; direct experience; democratic classrooms; Csikszentimihalyi; critical theory; conceptual mode; contextual learning; continuous reflection; phenomenology; phenomenological aesthetics; ways of seeing; whole person; whole person knowing; ways of knowing; unmediated experience; unified ways of knowing; aesthetic ways of knowing; aesthetic experience; trusting the process; The Art of Seeing; thinking and feeling; thinking and painting; thinking beyond reason; transcendental function; transformative learning; subjectivity; subjective reality; ruptura; relational knowing; reflection; rebellious subjectivity; propositional knowing; rational thinking; rational ways of knowing; objective reality; Marcuse; knowledge creation; imaginal mode; Herbert Marcuse; feeling; experiential knowing; emotional function; emotion; emancipatory experience; emancipatory learning; emancipatory values; perspective transformation; dynamics of feeling; critical reflection; critical creativity; critical pragmatism; cognitive function; centered knowing; authentic voice; authentic knowing; authentic experience; arts-based research; artists; artistic ways of knowing

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

APA (6th Edition):

Newville, S. (2007). Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3991

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):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Thesis, North Carolina State University. Accessed December 10, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3991.

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

MLA Handbook (7th Edition):

Newville, Sandra. “Intersection of Art and Emancipation: The Road to Rebellious Subjectivity.” 2007. Web. 10 Dec 2019.

Vancouver:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Internet] [Thesis]. North Carolina State University; 2007. [cited 2019 Dec 10]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991.

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

Council of Science Editors:

Newville S. Intersection of Art and Emancipation: The Road to Rebellious Subjectivity. [Thesis]. North Carolina State University; 2007. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3991

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

.