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You searched for subject:(Critical social theory). Showing records 1 – 30 of 514 total matches.

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University of Manitoba

1. Eidse, Joy. Increasing awareness of racial identity among white social workers - a narrative approach.

Degree: Social Work, 2018, University of Manitoba

 This study was developed on the premise that lack of white racial identity awareness is a contributor to the experience of racism in the social(more)

Subjects/Keywords: racism; whiteness; narrative; Social work; critical theory

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APA (6th Edition):

Eidse, J. (2018). Increasing awareness of racial identity among white social workers - a narrative approach. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33413

Chicago Manual of Style (16th Edition):

Eidse, Joy. “Increasing awareness of racial identity among white social workers - a narrative approach.” 2018. Masters Thesis, University of Manitoba. Accessed August 10, 2020. http://hdl.handle.net/1993/33413.

MLA Handbook (7th Edition):

Eidse, Joy. “Increasing awareness of racial identity among white social workers - a narrative approach.” 2018. Web. 10 Aug 2020.

Vancouver:

Eidse J. Increasing awareness of racial identity among white social workers - a narrative approach. [Internet] [Masters thesis]. University of Manitoba; 2018. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1993/33413.

Council of Science Editors:

Eidse J. Increasing awareness of racial identity among white social workers - a narrative approach. [Masters Thesis]. University of Manitoba; 2018. Available from: http://hdl.handle.net/1993/33413


Clemson University

2. Madison Schenck, Stephanie. The Trump Effect and the Damage Done: A Mixed Methods Study Exploring Sociopolitical Hostility and Teacher Responses in Language Classrooms.

Degree: PhD, Education and Human Development, 2020, Clemson University

  Immediately following the 2016 election, teachers reported a previously-unseen level of animosity from their students mimicking the rhetoric of President Trump, often verbatim. The… (more)

Subjects/Keywords: Critical feminist theory; Social justice; Sociopolitical rhetoric

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APA (6th Edition):

Madison Schenck, S. (2020). The Trump Effect and the Damage Done: A Mixed Methods Study Exploring Sociopolitical Hostility and Teacher Responses in Language Classrooms. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2583

Chicago Manual of Style (16th Edition):

Madison Schenck, Stephanie. “The Trump Effect and the Damage Done: A Mixed Methods Study Exploring Sociopolitical Hostility and Teacher Responses in Language Classrooms.” 2020. Doctoral Dissertation, Clemson University. Accessed August 10, 2020. https://tigerprints.clemson.edu/all_dissertations/2583.

MLA Handbook (7th Edition):

Madison Schenck, Stephanie. “The Trump Effect and the Damage Done: A Mixed Methods Study Exploring Sociopolitical Hostility and Teacher Responses in Language Classrooms.” 2020. Web. 10 Aug 2020.

Vancouver:

Madison Schenck S. The Trump Effect and the Damage Done: A Mixed Methods Study Exploring Sociopolitical Hostility and Teacher Responses in Language Classrooms. [Internet] [Doctoral dissertation]. Clemson University; 2020. [cited 2020 Aug 10]. Available from: https://tigerprints.clemson.edu/all_dissertations/2583.

Council of Science Editors:

Madison Schenck S. The Trump Effect and the Damage Done: A Mixed Methods Study Exploring Sociopolitical Hostility and Teacher Responses in Language Classrooms. [Doctoral Dissertation]. Clemson University; 2020. Available from: https://tigerprints.clemson.edu/all_dissertations/2583

3. -1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.

Degree: PhD, Curriculum and Instruction, 2017, University of Texas – Austin

 The purpose of this study was to understand how social studies teachers interested in critical theory understood it and how it actually emerged in ideology,… (more)

Subjects/Keywords: Social studies; Critical theory; Critical pedagogy; Pedagogy; Education; Teaching

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APA (6th Edition):

-1438-1460. (2017). Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/62991

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

Chicago Manual of Style (16th Edition):

-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Doctoral Dissertation, University of Texas – Austin. Accessed August 10, 2020. http://hdl.handle.net/2152/62991.

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

MLA Handbook (7th Edition):

-1438-1460. “Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity.” 2017. Web. 10 Aug 2020.

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

Vancouver:

-1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2017. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/2152/62991.

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

Council of Science Editors:

-1438-1460. Understanding the relationship between critical pedagogy and social studies : dialectics, agency, and solidarity. [Doctoral Dissertation]. University of Texas – Austin; 2017. Available from: http://hdl.handle.net/2152/62991

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


University of Arizona

4. Higuera, Gabriel. Youth, Organizing, and Social Justice Pedagogy: Collaborations across Institutions and Sectors .

Degree: 2019, University of Arizona

 This dissertation assesses the role of collaboration in social justice pedagogy. I conducted this study as the founder and director of the Collaborative Research in… (more)

Subjects/Keywords: Critical Collaboration; Critical Pedagogy; Ecological Systems Theory; Social Justice

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APA (6th Edition):

Higuera, G. (2019). Youth, Organizing, and Social Justice Pedagogy: Collaborations across Institutions and Sectors . (Doctoral Dissertation). University of Arizona. Retrieved from http://hdl.handle.net/10150/636555

Chicago Manual of Style (16th Edition):

Higuera, Gabriel. “Youth, Organizing, and Social Justice Pedagogy: Collaborations across Institutions and Sectors .” 2019. Doctoral Dissertation, University of Arizona. Accessed August 10, 2020. http://hdl.handle.net/10150/636555.

MLA Handbook (7th Edition):

Higuera, Gabriel. “Youth, Organizing, and Social Justice Pedagogy: Collaborations across Institutions and Sectors .” 2019. Web. 10 Aug 2020.

Vancouver:

Higuera G. Youth, Organizing, and Social Justice Pedagogy: Collaborations across Institutions and Sectors . [Internet] [Doctoral dissertation]. University of Arizona; 2019. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/10150/636555.

Council of Science Editors:

Higuera G. Youth, Organizing, and Social Justice Pedagogy: Collaborations across Institutions and Sectors . [Doctoral Dissertation]. University of Arizona; 2019. Available from: http://hdl.handle.net/10150/636555

5. Marchand, Aixa. Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement.

Degree: PhD, Education & Psychology, 2019, University of Michigan

 Parent involvement in schools has been identified as an important contributor to children’s academic success. However, due to deficit-based views that educators can hold, Black… (more)

Subjects/Keywords: critical consciousness; Black parents; critical parent engagment; critical race theory; Education; Psychology; Social Sciences

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APA (6th Edition):

Marchand, A. (2019). Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/150029

Chicago Manual of Style (16th Edition):

Marchand, Aixa. “Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement.” 2019. Doctoral Dissertation, University of Michigan. Accessed August 10, 2020. http://hdl.handle.net/2027.42/150029.

MLA Handbook (7th Edition):

Marchand, Aixa. “Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement.” 2019. Web. 10 Aug 2020.

Vancouver:

Marchand A. Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement. [Internet] [Doctoral dissertation]. University of Michigan; 2019. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/2027.42/150029.

Council of Science Editors:

Marchand A. Black Parents' Critical Consciousness: Conceptualization, Measurement, and Links to Parent School Engagement. [Doctoral Dissertation]. University of Michigan; 2019. Available from: http://hdl.handle.net/2027.42/150029


Georgia State University

6. Potts, Dean W. Young Black Men And Mathematics: Exploring Changes, Influences, And Perceptions Of Social Justice Pedagogy.

Degree: PhD, Middle and Secondary Education, 2020, Georgia State University

  Young Black Men and mathematics: Exploring Changes, influences, and perceptions of social justice pedagogy by Dean Wilfred Potts Under the direction of Dr. David… (more)

Subjects/Keywords: African American male students; Critical race theory; Critical theory; Teaching mathematics for social justice

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APA (6th Edition):

Potts, D. W. (2020). Young Black Men And Mathematics: Exploring Changes, Influences, And Perceptions Of Social Justice Pedagogy. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/97

Chicago Manual of Style (16th Edition):

Potts, Dean W. “Young Black Men And Mathematics: Exploring Changes, Influences, And Perceptions Of Social Justice Pedagogy.” 2020. Doctoral Dissertation, Georgia State University. Accessed August 10, 2020. https://scholarworks.gsu.edu/mse_diss/97.

MLA Handbook (7th Edition):

Potts, Dean W. “Young Black Men And Mathematics: Exploring Changes, Influences, And Perceptions Of Social Justice Pedagogy.” 2020. Web. 10 Aug 2020.

Vancouver:

Potts DW. Young Black Men And Mathematics: Exploring Changes, Influences, And Perceptions Of Social Justice Pedagogy. [Internet] [Doctoral dissertation]. Georgia State University; 2020. [cited 2020 Aug 10]. Available from: https://scholarworks.gsu.edu/mse_diss/97.

Council of Science Editors:

Potts DW. Young Black Men And Mathematics: Exploring Changes, Influences, And Perceptions Of Social Justice Pedagogy. [Doctoral Dissertation]. Georgia State University; 2020. Available from: https://scholarworks.gsu.edu/mse_diss/97

7. Gonsalvez, Louise. Using Critical Discourse Analysis to Address the Gaps, Exclusions and Oversights in Active Citizenship Education.

Degree: PhD, Education, 2013, National Library of Canada

  There is great concern that active citizenship policies, curriculum and/or pedagogy are not working effectively, and many researchers are seeking ways to engage students… (more)

Subjects/Keywords: Education; Citizenship education; Critical discourse analysis; Critical theory; Documentarymethod; Social justice; Social studies curriculum

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APA (6th Edition):

Gonsalvez, L. (2013). Using Critical Discourse Analysis to Address the Gaps, Exclusions and Oversights in Active Citizenship Education. (Doctoral Dissertation). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/4945

Chicago Manual of Style (16th Edition):

Gonsalvez, Louise. “Using Critical Discourse Analysis to Address the Gaps, Exclusions and Oversights in Active Citizenship Education.” 2013. Doctoral Dissertation, National Library of Canada. Accessed August 10, 2020. http://scholar.uwindsor.ca/etd/4945.

MLA Handbook (7th Edition):

Gonsalvez, Louise. “Using Critical Discourse Analysis to Address the Gaps, Exclusions and Oversights in Active Citizenship Education.” 2013. Web. 10 Aug 2020.

Vancouver:

Gonsalvez L. Using Critical Discourse Analysis to Address the Gaps, Exclusions and Oversights in Active Citizenship Education. [Internet] [Doctoral dissertation]. National Library of Canada; 2013. [cited 2020 Aug 10]. Available from: http://scholar.uwindsor.ca/etd/4945.

Council of Science Editors:

Gonsalvez L. Using Critical Discourse Analysis to Address the Gaps, Exclusions and Oversights in Active Citizenship Education. [Doctoral Dissertation]. National Library of Canada; 2013. Available from: http://scholar.uwindsor.ca/etd/4945


University of Cincinnati

8. Schneider, Carri Anne. When Journalism and Scholarship Collide: A Critical Analysis of <i>Newsweek’s</i> Annual Report on America’s Top High Schools.

Degree: EdD, Education : Urban Educational Leadership, 2007, University of Cincinnati

 This study seeks to systematically uncover one part of the complex organism of systemic racism by analyzing the way in which the popular media defines… (more)

Subjects/Keywords: achievement gap; media; critical theory; critical pedagogy; critical race theory; systemic racism; rank; high school; Advanced Placement; Newsweek; social justice

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APA (6th Edition):

Schneider, C. A. (2007). When Journalism and Scholarship Collide: A Critical Analysis of <i>Newsweek’s</i> Annual Report on America’s Top High Schools. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178554216

Chicago Manual of Style (16th Edition):

Schneider, Carri Anne. “When Journalism and Scholarship Collide: A Critical Analysis of <i>Newsweek’s</i> Annual Report on America’s Top High Schools.” 2007. Doctoral Dissertation, University of Cincinnati. Accessed August 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178554216.

MLA Handbook (7th Edition):

Schneider, Carri Anne. “When Journalism and Scholarship Collide: A Critical Analysis of <i>Newsweek’s</i> Annual Report on America’s Top High Schools.” 2007. Web. 10 Aug 2020.

Vancouver:

Schneider CA. When Journalism and Scholarship Collide: A Critical Analysis of <i>Newsweek’s</i> Annual Report on America’s Top High Schools. [Internet] [Doctoral dissertation]. University of Cincinnati; 2007. [cited 2020 Aug 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178554216.

Council of Science Editors:

Schneider CA. When Journalism and Scholarship Collide: A Critical Analysis of <i>Newsweek’s</i> Annual Report on America’s Top High Schools. [Doctoral Dissertation]. University of Cincinnati; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1178554216


University of Minnesota

9. Boegeman, William Steven. Teaching for transformation: the praxis of critical pedagogy in social studies education.

Degree: 2013, University of Minnesota

University of Minnesota M.A. thesis. Major: Education, Curriculum and Instruction. May 2013. Advisors: Patricia G. Avery, J.B. Mayo, Jr. 1 computer file (PDF); ii, 87… (more)

Subjects/Keywords: Critical pedagogy; Freire; Social justice; Social studies; Theory-praxis gap; Transformation

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APA (6th Edition):

Boegeman, W. S. (2013). Teaching for transformation: the praxis of critical pedagogy in social studies education. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/156611

Chicago Manual of Style (16th Edition):

Boegeman, William Steven. “Teaching for transformation: the praxis of critical pedagogy in social studies education.” 2013. Masters Thesis, University of Minnesota. Accessed August 10, 2020. http://purl.umn.edu/156611.

MLA Handbook (7th Edition):

Boegeman, William Steven. “Teaching for transformation: the praxis of critical pedagogy in social studies education.” 2013. Web. 10 Aug 2020.

Vancouver:

Boegeman WS. Teaching for transformation: the praxis of critical pedagogy in social studies education. [Internet] [Masters thesis]. University of Minnesota; 2013. [cited 2020 Aug 10]. Available from: http://purl.umn.edu/156611.

Council of Science Editors:

Boegeman WS. Teaching for transformation: the praxis of critical pedagogy in social studies education. [Masters Thesis]. University of Minnesota; 2013. Available from: http://purl.umn.edu/156611


University of Minnesota

10. Boegeman, William Steven. Teaching for transformation: the praxis of critical pedagogy in social studies education.

Degree: MA, Education, Curriculum and Instruction, 2013, University of Minnesota

 This paper explores the theory-praxis gap in critical pedagogy as it relates to social studies education. The study uses a multiple-case study design to focus… (more)

Subjects/Keywords: Critical pedagogy; Freire; Social justice; Social studies; Theory-praxis gap; Transformation

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APA (6th Edition):

Boegeman, W. S. (2013). Teaching for transformation: the praxis of critical pedagogy in social studies education. (Masters Thesis). University of Minnesota. Retrieved from http://purl.umn.edu/156611

Chicago Manual of Style (16th Edition):

Boegeman, William Steven. “Teaching for transformation: the praxis of critical pedagogy in social studies education.” 2013. Masters Thesis, University of Minnesota. Accessed August 10, 2020. http://purl.umn.edu/156611.

MLA Handbook (7th Edition):

Boegeman, William Steven. “Teaching for transformation: the praxis of critical pedagogy in social studies education.” 2013. Web. 10 Aug 2020.

Vancouver:

Boegeman WS. Teaching for transformation: the praxis of critical pedagogy in social studies education. [Internet] [Masters thesis]. University of Minnesota; 2013. [cited 2020 Aug 10]. Available from: http://purl.umn.edu/156611.

Council of Science Editors:

Boegeman WS. Teaching for transformation: the praxis of critical pedagogy in social studies education. [Masters Thesis]. University of Minnesota; 2013. Available from: http://purl.umn.edu/156611


University of Illinois – Urbana-Champaign

11. Hoang, Tuyet-Mai Ha. Testing two models of critical consciousness: an application of sociopolitical development theory and theory of planned behavior.

Degree: MS, Educational Psychology, 2017, University of Illinois – Urbana-Champaign

 Although there is emerging literature exploring the psychological mechanisms associated with critical consciousness (e.g., Watts et al., 2011), we know very little about individuals’ actual… (more)

Subjects/Keywords: Social justice; Adults; Asian American; White American; Theory of planned behavior; Sociopolitical development theory; Critical consciousness; Critical reflection; Critical action; Critical social analysis; Survey; Quantitative

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APA (6th Edition):

Hoang, T. H. (2017). Testing two models of critical consciousness: an application of sociopolitical development theory and theory of planned behavior. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/98193

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):

Hoang, Tuyet-Mai Ha. “Testing two models of critical consciousness: an application of sociopolitical development theory and theory of planned behavior.” 2017. Thesis, University of Illinois – Urbana-Champaign. Accessed August 10, 2020. http://hdl.handle.net/2142/98193.

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

MLA Handbook (7th Edition):

Hoang, Tuyet-Mai Ha. “Testing two models of critical consciousness: an application of sociopolitical development theory and theory of planned behavior.” 2017. Web. 10 Aug 2020.

Vancouver:

Hoang TH. Testing two models of critical consciousness: an application of sociopolitical development theory and theory of planned behavior. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/2142/98193.

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

Council of Science Editors:

Hoang TH. Testing two models of critical consciousness: an application of sociopolitical development theory and theory of planned behavior. [Thesis]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/98193

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


Loyola University Chicago

12. West, Rolanda Jean. Post-Correctional Education Interventions: A Phenomenological Case Study of Empowerment Education Curriculum for Formerly Incarcerated African American Males.

Degree: Doctor of Education (EdD), School of Education, 2011, Loyola University Chicago

  This phenomenological case study describes how a Post-Correctional Education Intervention (PCEI) was developed for a local community-based organization that had recently constructed a transition… (more)

Subjects/Keywords: Alternative Education; Critical Pedagogy; Critical Race Theory; Empowerment; Reentry Education; Social Identity; Curriculum and Instruction

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APA (6th Edition):

West, R. J. (2011). Post-Correctional Education Interventions: A Phenomenological Case Study of Empowerment Education Curriculum for Formerly Incarcerated African American Males. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/41

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):

West, Rolanda Jean. “Post-Correctional Education Interventions: A Phenomenological Case Study of Empowerment Education Curriculum for Formerly Incarcerated African American Males.” 2011. Thesis, Loyola University Chicago. Accessed August 10, 2020. https://ecommons.luc.edu/luc_diss/41.

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

MLA Handbook (7th Edition):

West, Rolanda Jean. “Post-Correctional Education Interventions: A Phenomenological Case Study of Empowerment Education Curriculum for Formerly Incarcerated African American Males.” 2011. Web. 10 Aug 2020.

Vancouver:

West RJ. Post-Correctional Education Interventions: A Phenomenological Case Study of Empowerment Education Curriculum for Formerly Incarcerated African American Males. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2020 Aug 10]. Available from: https://ecommons.luc.edu/luc_diss/41.

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

Council of Science Editors:

West RJ. Post-Correctional Education Interventions: A Phenomenological Case Study of Empowerment Education Curriculum for Formerly Incarcerated African American Males. [Thesis]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss/41

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


University of Michigan

13. Bobsin Salazar, Sabrina. Examining Institutional Racism Within Mathematics Instruction.

Degree: PhD, Educational Studies, 2019, University of Michigan

 In this work I investigate the connection between teaching practices and institutional racism. I combine concepts from critical realism and critical race theory to develop… (more)

Subjects/Keywords: critical realism; critical race theory; institutional racism; teaching practices; Education; Social Sciences

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APA (6th Edition):

Bobsin Salazar, S. (2019). Examining Institutional Racism Within Mathematics Instruction. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/149996

Chicago Manual of Style (16th Edition):

Bobsin Salazar, Sabrina. “Examining Institutional Racism Within Mathematics Instruction.” 2019. Doctoral Dissertation, University of Michigan. Accessed August 10, 2020. http://hdl.handle.net/2027.42/149996.

MLA Handbook (7th Edition):

Bobsin Salazar, Sabrina. “Examining Institutional Racism Within Mathematics Instruction.” 2019. Web. 10 Aug 2020.

Vancouver:

Bobsin Salazar S. Examining Institutional Racism Within Mathematics Instruction. [Internet] [Doctoral dissertation]. University of Michigan; 2019. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/2027.42/149996.

Council of Science Editors:

Bobsin Salazar S. Examining Institutional Racism Within Mathematics Instruction. [Doctoral Dissertation]. University of Michigan; 2019. Available from: http://hdl.handle.net/2027.42/149996


University of New South Wales

14. Gleeson, Loughlin. Reconstructions of Hegel's Concept of Freedom.

Degree: Philosophy, 2020, University of New South Wales

 The overall aim of this dissertation is to programmatically set out a new reading of Hegel’s concept of freedom. The relevance of Hegel’s general conception… (more)

Subjects/Keywords: Critical Social Philosophy; G. W. F. Hegel; Freedom; Critical Theory; Axel Honneth; Robert Pippin

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APA (6th Edition):

Gleeson, L. (2020). Reconstructions of Hegel's Concept of Freedom. (Doctoral Dissertation). University of New South Wales. Retrieved from http://handle.unsw.edu.au/1959.4/67405

Chicago Manual of Style (16th Edition):

Gleeson, Loughlin. “Reconstructions of Hegel's Concept of Freedom.” 2020. Doctoral Dissertation, University of New South Wales. Accessed August 10, 2020. http://handle.unsw.edu.au/1959.4/67405.

MLA Handbook (7th Edition):

Gleeson, Loughlin. “Reconstructions of Hegel's Concept of Freedom.” 2020. Web. 10 Aug 2020.

Vancouver:

Gleeson L. Reconstructions of Hegel's Concept of Freedom. [Internet] [Doctoral dissertation]. University of New South Wales; 2020. [cited 2020 Aug 10]. Available from: http://handle.unsw.edu.au/1959.4/67405.

Council of Science Editors:

Gleeson L. Reconstructions of Hegel's Concept of Freedom. [Doctoral Dissertation]. University of New South Wales; 2020. Available from: http://handle.unsw.edu.au/1959.4/67405


University of Illinois – Urbana-Champaign

15. Collins, Jasmine Danielle. Exploring intersectional influences of race and gender on student leadership capacity development: a critical quantitative approach.

Degree: PhD, Ed Organization and Leadership, 2017, University of Illinois – Urbana-Champaign

 In recent years, the development of college students’ attitudes, knowledge, and skills associated with leadership has received increased attention from postsecondary institutions, national educational organizations,… (more)

Subjects/Keywords: Student leadership development; Leadership programs; Critical race theory; Social identity; Critical quantitative inquiry

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APA (6th Edition):

Collins, J. D. (2017). Exploring intersectional influences of race and gender on student leadership capacity development: a critical quantitative approach. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/99089

Chicago Manual of Style (16th Edition):

Collins, Jasmine Danielle. “Exploring intersectional influences of race and gender on student leadership capacity development: a critical quantitative approach.” 2017. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed August 10, 2020. http://hdl.handle.net/2142/99089.

MLA Handbook (7th Edition):

Collins, Jasmine Danielle. “Exploring intersectional influences of race and gender on student leadership capacity development: a critical quantitative approach.” 2017. Web. 10 Aug 2020.

Vancouver:

Collins JD. Exploring intersectional influences of race and gender on student leadership capacity development: a critical quantitative approach. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2017. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/2142/99089.

Council of Science Editors:

Collins JD. Exploring intersectional influences of race and gender on student leadership capacity development: a critical quantitative approach. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2017. Available from: http://hdl.handle.net/2142/99089


University of Minnesota

16. Pyscher, Tracey. Contradictions and Opportunities: Learning from the Cultural Knowledges of Youth with Histories of Domestic Violence.

Degree: PhD, Education, Curriculum and Instruction, 2016, University of Minnesota

 As a society, we do not openly discuss domestic violence and yet its reality is front and center for children and youth whose lives are… (more)

Subjects/Keywords: Critical Disability; Critical Ethnography; Discourse Studies; Domestic Violence; Social Justice; Sociocultural theory

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

APA (6th Edition):

Pyscher, T. (2016). Contradictions and Opportunities: Learning from the Cultural Knowledges of Youth with Histories of Domestic Violence. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/180225

Chicago Manual of Style (16th Edition):

Pyscher, Tracey. “Contradictions and Opportunities: Learning from the Cultural Knowledges of Youth with Histories of Domestic Violence.” 2016. Doctoral Dissertation, University of Minnesota. Accessed August 10, 2020. http://hdl.handle.net/11299/180225.

MLA Handbook (7th Edition):

Pyscher, Tracey. “Contradictions and Opportunities: Learning from the Cultural Knowledges of Youth with Histories of Domestic Violence.” 2016. Web. 10 Aug 2020.

Vancouver:

Pyscher T. Contradictions and Opportunities: Learning from the Cultural Knowledges of Youth with Histories of Domestic Violence. [Internet] [Doctoral dissertation]. University of Minnesota; 2016. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/11299/180225.

Council of Science Editors:

Pyscher T. Contradictions and Opportunities: Learning from the Cultural Knowledges of Youth with Histories of Domestic Violence. [Doctoral Dissertation]. University of Minnesota; 2016. Available from: http://hdl.handle.net/11299/180225


University of Melbourne

17. McLachlan, Scott Fisher. The Utopian fallacy of Web 2.0: community, ideology and exploitation on the social web.

Degree: 2011, University of Melbourne

 In the social sciences, the concept of community has proven to be both notoriously difficult to define and immensely powerful. Community represents an ideal model… (more)

Subjects/Keywords: Web 2.0; online community; social theory; critical theory; new media; social networking

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APA (6th Edition):

McLachlan, S. F. (2011). The Utopian fallacy of Web 2.0: community, ideology and exploitation on the social web. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/37116

Chicago Manual of Style (16th Edition):

McLachlan, Scott Fisher. “The Utopian fallacy of Web 2.0: community, ideology and exploitation on the social web.” 2011. Masters Thesis, University of Melbourne. Accessed August 10, 2020. http://hdl.handle.net/11343/37116.

MLA Handbook (7th Edition):

McLachlan, Scott Fisher. “The Utopian fallacy of Web 2.0: community, ideology and exploitation on the social web.” 2011. Web. 10 Aug 2020.

Vancouver:

McLachlan SF. The Utopian fallacy of Web 2.0: community, ideology and exploitation on the social web. [Internet] [Masters thesis]. University of Melbourne; 2011. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/11343/37116.

Council of Science Editors:

McLachlan SF. The Utopian fallacy of Web 2.0: community, ideology and exploitation on the social web. [Masters Thesis]. University of Melbourne; 2011. Available from: http://hdl.handle.net/11343/37116


University of California – Berkeley

18. Sims, Jeremiah James. MAN UP: Implementing Critical Pedagogy for Social Justice in a STEM-Focused 6th-8th grade After School Program for African American Males.

Degree: Education, 2016, University of California – Berkeley

 STEM education has been reliant on axioms and purported facts that for far too long have been delivered in a banking or absorption model that… (more)

Subjects/Keywords: Educational philosophy; Science education; Mathematics education; Critical Contextualization; Critical Pedagogy; Critical Race Theory; Social Justice; Socio-academic synergy; STEM

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APA (6th Edition):

Sims, J. J. (2016). MAN UP: Implementing Critical Pedagogy for Social Justice in a STEM-Focused 6th-8th grade After School Program for African American Males. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/9pr4m5z2

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):

Sims, Jeremiah James. “MAN UP: Implementing Critical Pedagogy for Social Justice in a STEM-Focused 6th-8th grade After School Program for African American Males.” 2016. Thesis, University of California – Berkeley. Accessed August 10, 2020. http://www.escholarship.org/uc/item/9pr4m5z2.

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

MLA Handbook (7th Edition):

Sims, Jeremiah James. “MAN UP: Implementing Critical Pedagogy for Social Justice in a STEM-Focused 6th-8th grade After School Program for African American Males.” 2016. Web. 10 Aug 2020.

Vancouver:

Sims JJ. MAN UP: Implementing Critical Pedagogy for Social Justice in a STEM-Focused 6th-8th grade After School Program for African American Males. [Internet] [Thesis]. University of California – Berkeley; 2016. [cited 2020 Aug 10]. Available from: http://www.escholarship.org/uc/item/9pr4m5z2.

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

Council of Science Editors:

Sims JJ. MAN UP: Implementing Critical Pedagogy for Social Justice in a STEM-Focused 6th-8th grade After School Program for African American Males. [Thesis]. University of California – Berkeley; 2016. Available from: http://www.escholarship.org/uc/item/9pr4m5z2

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


Queensland University of Technology

19. McKay, Loraine McLellan. Transforming perceptions and responses to student difference : the journey of seven beginning teachers.

Degree: 2013, Queensland University of Technology

 Drawing on critical social theory and transformative learning, this study investigates the sociocultural factors that enable a move away from the deficit model of learning.… (more)

Subjects/Keywords: inclusive education; critical reflection; preservice teacher; beginning teacher; rhizomatic transformational learning; critical pedagogy; learning difficulties; critical social theory

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

APA (6th Edition):

McKay, L. M. (2013). Transforming perceptions and responses to student difference : the journey of seven beginning teachers. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/62442/

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):

McKay, Loraine McLellan. “Transforming perceptions and responses to student difference : the journey of seven beginning teachers.” 2013. Thesis, Queensland University of Technology. Accessed August 10, 2020. https://eprints.qut.edu.au/62442/.

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

MLA Handbook (7th Edition):

McKay, Loraine McLellan. “Transforming perceptions and responses to student difference : the journey of seven beginning teachers.” 2013. Web. 10 Aug 2020.

Vancouver:

McKay LM. Transforming perceptions and responses to student difference : the journey of seven beginning teachers. [Internet] [Thesis]. Queensland University of Technology; 2013. [cited 2020 Aug 10]. Available from: https://eprints.qut.edu.au/62442/.

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

Council of Science Editors:

McKay LM. Transforming perceptions and responses to student difference : the journey of seven beginning teachers. [Thesis]. Queensland University of Technology; 2013. Available from: https://eprints.qut.edu.au/62442/

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


University of Western Ontario

20. McGrath, Colleen E. 'I am not disabled. It's my environment that makes me disabled': A critical ethnography of age-related vision loss (ARVL) in older adulthood.

Degree: 2015, University of Western Ontario

 This thesis aims to deepen understandings of how various aspects of the environment shape how older adults with age-related vision loss (ARVL) negotiate and engage… (more)

Subjects/Keywords: Critical ethnography; age-related vision loss; older adults; environment; critical gerontology; critical disability theory; Other Social and Behavioral Sciences

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APA (6th Edition):

McGrath, C. E. (2015). 'I am not disabled. It's my environment that makes me disabled': A critical ethnography of age-related vision loss (ARVL) in older adulthood. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/2770

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):

McGrath, Colleen E. “'I am not disabled. It's my environment that makes me disabled': A critical ethnography of age-related vision loss (ARVL) in older adulthood.” 2015. Thesis, University of Western Ontario. Accessed August 10, 2020. https://ir.lib.uwo.ca/etd/2770.

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

MLA Handbook (7th Edition):

McGrath, Colleen E. “'I am not disabled. It's my environment that makes me disabled': A critical ethnography of age-related vision loss (ARVL) in older adulthood.” 2015. Web. 10 Aug 2020.

Vancouver:

McGrath CE. 'I am not disabled. It's my environment that makes me disabled': A critical ethnography of age-related vision loss (ARVL) in older adulthood. [Internet] [Thesis]. University of Western Ontario; 2015. [cited 2020 Aug 10]. Available from: https://ir.lib.uwo.ca/etd/2770.

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

Council of Science Editors:

McGrath CE. 'I am not disabled. It's my environment that makes me disabled': A critical ethnography of age-related vision loss (ARVL) in older adulthood. [Thesis]. University of Western Ontario; 2015. Available from: https://ir.lib.uwo.ca/etd/2770

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


California State University – Sacramento

21. Carnero, Mark Andrew. Upset the setup: exploring the curricula, pedagogy, and student empowerment strategies of critical social justice educators.

Degree: 2017, California State University – Sacramento

 This phenomenological study examined the narratives of seven high school critical social justice educators in Northern California. The study explored each educator???s social justice paradigm… (more)

Subjects/Keywords: Education; Critical theory; Critical pedagogy; Social justice; Social justice education; Social justice teacher development; Social justice youth development; Critical social justice education

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APA (6th Edition):

Carnero, M. A. (2017). Upset the setup: exploring the curricula, pedagogy, and student empowerment strategies of critical social justice educators. (Thesis). California State University – Sacramento. Retrieved from http://hdl.handle.net/10211.3/190774

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):

Carnero, Mark Andrew. “Upset the setup: exploring the curricula, pedagogy, and student empowerment strategies of critical social justice educators.” 2017. Thesis, California State University – Sacramento. Accessed August 10, 2020. http://hdl.handle.net/10211.3/190774.

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

MLA Handbook (7th Edition):

Carnero, Mark Andrew. “Upset the setup: exploring the curricula, pedagogy, and student empowerment strategies of critical social justice educators.” 2017. Web. 10 Aug 2020.

Vancouver:

Carnero MA. Upset the setup: exploring the curricula, pedagogy, and student empowerment strategies of critical social justice educators. [Internet] [Thesis]. California State University – Sacramento; 2017. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/10211.3/190774.

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

Council of Science Editors:

Carnero MA. Upset the setup: exploring the curricula, pedagogy, and student empowerment strategies of critical social justice educators. [Thesis]. California State University – Sacramento; 2017. Available from: http://hdl.handle.net/10211.3/190774

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


University of Utah

22. Reyes, Kyle Anthony. Assessing how higher education administrators of color navigate spaces of advocacy for social justice.

Degree: PhD, Education Leadership & Policy, 2012, University of Utah

 This study explores how senior administrators of color in higher education navigatespaces of advocacy for social justice. The low representation of persons of color inadministrative… (more)

Subjects/Keywords: Advocacy; Critical Race Theory; Higher Education; Identity; Leadership; Social Justice

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APA (6th Edition):

Reyes, K. A. (2012). Assessing how higher education administrators of color navigate spaces of advocacy for social justice. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2068/rec/299

Chicago Manual of Style (16th Edition):

Reyes, Kyle Anthony. “Assessing how higher education administrators of color navigate spaces of advocacy for social justice.” 2012. Doctoral Dissertation, University of Utah. Accessed August 10, 2020. http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2068/rec/299.

MLA Handbook (7th Edition):

Reyes, Kyle Anthony. “Assessing how higher education administrators of color navigate spaces of advocacy for social justice.” 2012. Web. 10 Aug 2020.

Vancouver:

Reyes KA. Assessing how higher education administrators of color navigate spaces of advocacy for social justice. [Internet] [Doctoral dissertation]. University of Utah; 2012. [cited 2020 Aug 10]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2068/rec/299.

Council of Science Editors:

Reyes KA. Assessing how higher education administrators of color navigate spaces of advocacy for social justice. [Doctoral Dissertation]. University of Utah; 2012. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd3/id/2068/rec/299


Texas A&M University

23. Anz, Craig K. Critical Environmentalism - Towards an Epistemic Framework for Architecture.

Degree: 2010, Texas A&M University

 Upon identifying the multifaceted and disparate array of ever-changing environmental informants to architectural discourse, one is confronted with how to unite this dialogue in meaningful… (more)

Subjects/Keywords: Critical Social Theory; Environmental Discourse; Architecture; Urban Design; Community Development

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APA (6th Edition):

Anz, C. K. (2010). Critical Environmentalism - Towards an Epistemic Framework for Architecture. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-639

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

Chicago Manual of Style (16th Edition):

Anz, Craig K. “Critical Environmentalism - Towards an Epistemic Framework for Architecture.” 2010. Thesis, Texas A&M University. Accessed August 10, 2020. http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-639.

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

MLA Handbook (7th Edition):

Anz, Craig K. “Critical Environmentalism - Towards an Epistemic Framework for Architecture.” 2010. Web. 10 Aug 2020.

Vancouver:

Anz CK. Critical Environmentalism - Towards an Epistemic Framework for Architecture. [Internet] [Thesis]. Texas A&M University; 2010. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-639.

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

Council of Science Editors:

Anz CK. Critical Environmentalism - Towards an Epistemic Framework for Architecture. [Thesis]. Texas A&M University; 2010. Available from: http://hdl.handle.net/1969.1/ETD-TAMU-2009-05-639

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


The Ohio State University

24. Gunel, Elvan. Understanding Muslim girls' experiences in midwestern school settings: negotiating their cultural and interpreting the social studies curriculum.

Degree: PhD, Educational Theory and Practice, 2007, The Ohio State University

 The study investigated: (1) how are Muslim girls interpreting their school experiences in terms of interactions with teachers and their peers; including American and students… (more)

Subjects/Keywords: Muslim female students; Social studies education; Critical race theory; Identity

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APA (6th Edition):

Gunel, E. (2007). Understanding Muslim girls' experiences in midwestern school settings: negotiating their cultural and interpreting the social studies curriculum. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1181845395

Chicago Manual of Style (16th Edition):

Gunel, Elvan. “Understanding Muslim girls' experiences in midwestern school settings: negotiating their cultural and interpreting the social studies curriculum.” 2007. Doctoral Dissertation, The Ohio State University. Accessed August 10, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1181845395.

MLA Handbook (7th Edition):

Gunel, Elvan. “Understanding Muslim girls' experiences in midwestern school settings: negotiating their cultural and interpreting the social studies curriculum.” 2007. Web. 10 Aug 2020.

Vancouver:

Gunel E. Understanding Muslim girls' experiences in midwestern school settings: negotiating their cultural and interpreting the social studies curriculum. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2020 Aug 10]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1181845395.

Council of Science Editors:

Gunel E. Understanding Muslim girls' experiences in midwestern school settings: negotiating their cultural and interpreting the social studies curriculum. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1181845395

25. Johnson, Kynai. Social Identity Memberships & Critical Consciousness: A Study of Foundation Year MSW Students.

Degree: 2020, The Catholic University of America

Social inequities are experienced by individuals based upon social identity memberships including gender identity, sexual orientation, race, and socioeconomic status. Cultivating a critical consciousness, i.e.,… (more)

Subjects/Keywords: Critical Consciousness; Cultural Competency; Cultural Humility; Feminism; Feminist Theory; Social Action

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APA (6th Edition):

Johnson, K. (2020). Social Identity Memberships & Critical Consciousness: A Study of Foundation Year MSW Students. (Thesis). The Catholic University of America. Retrieved from http://hdl.handle.net/1961/cuislandora:214706

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):

Johnson, Kynai. “Social Identity Memberships & Critical Consciousness: A Study of Foundation Year MSW Students.” 2020. Thesis, The Catholic University of America. Accessed August 10, 2020. http://hdl.handle.net/1961/cuislandora:214706.

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

MLA Handbook (7th Edition):

Johnson, Kynai. “Social Identity Memberships & Critical Consciousness: A Study of Foundation Year MSW Students.” 2020. Web. 10 Aug 2020.

Vancouver:

Johnson K. Social Identity Memberships & Critical Consciousness: A Study of Foundation Year MSW Students. [Internet] [Thesis]. The Catholic University of America; 2020. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1961/cuislandora:214706.

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

Council of Science Editors:

Johnson K. Social Identity Memberships & Critical Consciousness: A Study of Foundation Year MSW Students. [Thesis]. The Catholic University of America; 2020. Available from: http://hdl.handle.net/1961/cuislandora:214706

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


Boston College

26. Holland, Curtis Carl. MBA Students' Perspectives toward the Economic Crisis: Implications for Contemporary Corporate Culture?.

Degree: MA, Sociology, 2010, Boston College

 The current economic crisis resembles a type of "critical situation" wherein everyday assumptions and routines sustaining hegemonic ideologies and their corresponding forms of social power… (more)

Subjects/Keywords: Capitalism; Critical Social Theory; Economic Crisis; Ideology; MBA Students; Qualitative Methods

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APA (6th Edition):

Holland, C. C. (2010). MBA Students' Perspectives toward the Economic Crisis: Implications for Contemporary Corporate Culture?. (Masters Thesis). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101579

Chicago Manual of Style (16th Edition):

Holland, Curtis Carl. “MBA Students' Perspectives toward the Economic Crisis: Implications for Contemporary Corporate Culture?.” 2010. Masters Thesis, Boston College. Accessed August 10, 2020. http://dlib.bc.edu/islandora/object/bc-ir:101579.

MLA Handbook (7th Edition):

Holland, Curtis Carl. “MBA Students' Perspectives toward the Economic Crisis: Implications for Contemporary Corporate Culture?.” 2010. Web. 10 Aug 2020.

Vancouver:

Holland CC. MBA Students' Perspectives toward the Economic Crisis: Implications for Contemporary Corporate Culture?. [Internet] [Masters thesis]. Boston College; 2010. [cited 2020 Aug 10]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101579.

Council of Science Editors:

Holland CC. MBA Students' Perspectives toward the Economic Crisis: Implications for Contemporary Corporate Culture?. [Masters Thesis]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101579

27. Brothers, Duane. Complex poverty and urban school systems: critically informed perspectives on the superintendency.

Degree: Education, 2017, University of Manitoba

 Complex Indigenous and racialized poverty exists in Canada. Child poverty obviously has a negative impact on our youth who are served by school systems. As… (more)

Subjects/Keywords: superintendent; critical theory; complex Indigenous and racialized poverty; social justice

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

APA (6th Edition):

Brothers, D. (2017). Complex poverty and urban school systems: critically informed perspectives on the superintendency. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/32006

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):

Brothers, Duane. “Complex poverty and urban school systems: critically informed perspectives on the superintendency.” 2017. Thesis, University of Manitoba. Accessed August 10, 2020. http://hdl.handle.net/1993/32006.

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

MLA Handbook (7th Edition):

Brothers, Duane. “Complex poverty and urban school systems: critically informed perspectives on the superintendency.” 2017. Web. 10 Aug 2020.

Vancouver:

Brothers D. Complex poverty and urban school systems: critically informed perspectives on the superintendency. [Internet] [Thesis]. University of Manitoba; 2017. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/1993/32006.

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

Council of Science Editors:

Brothers D. Complex poverty and urban school systems: critically informed perspectives on the superintendency. [Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/32006

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


University of Texas – Austin

28. Sutton, Melinda Jan. Remembering where you came from : portraits of rural students in higher education.

Degree: PhD, Educational Administration, 2014, University of Texas – Austin

 The number of studies related to students from rural backgrounds in higher education has waned in recent decades; however, over one-third of children in the… (more)

Subjects/Keywords: Higher education; Rural students; Persistence; Social capital; Critical standpoint theory; Portraiture

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APA (6th Edition):

Sutton, M. J. (2014). Remembering where you came from : portraits of rural students in higher education. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/30502

Chicago Manual of Style (16th Edition):

Sutton, Melinda Jan. “Remembering where you came from : portraits of rural students in higher education.” 2014. Doctoral Dissertation, University of Texas – Austin. Accessed August 10, 2020. http://hdl.handle.net/2152/30502.

MLA Handbook (7th Edition):

Sutton, Melinda Jan. “Remembering where you came from : portraits of rural students in higher education.” 2014. Web. 10 Aug 2020.

Vancouver:

Sutton MJ. Remembering where you came from : portraits of rural students in higher education. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2014. [cited 2020 Aug 10]. Available from: http://hdl.handle.net/2152/30502.

Council of Science Editors:

Sutton MJ. Remembering where you came from : portraits of rural students in higher education. [Doctoral Dissertation]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/30502


University of Iowa

29. Hoffman, Tina D. Project HOPE: a career education program for rural middle school students.

Degree: PhD, Psychological and Quantitative Foundations, 2013, University of Iowa

  A critical psychology perspective (Prilleltensky and Nelson, 2002) advocates for research that focuses on social change, the mutual participation of community stakeholders, and the… (more)

Subjects/Keywords: Critical Psychology; Social Cognitive Career Theory; Educational Psychology

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APA (6th Edition):

Hoffman, T. D. (2013). Project HOPE: a career education program for rural middle school students. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/4991

Chicago Manual of Style (16th Edition):

Hoffman, Tina D. “Project HOPE: a career education program for rural middle school students.” 2013. Doctoral Dissertation, University of Iowa. Accessed August 10, 2020. https://ir.uiowa.edu/etd/4991.

MLA Handbook (7th Edition):

Hoffman, Tina D. “Project HOPE: a career education program for rural middle school students.” 2013. Web. 10 Aug 2020.

Vancouver:

Hoffman TD. Project HOPE: a career education program for rural middle school students. [Internet] [Doctoral dissertation]. University of Iowa; 2013. [cited 2020 Aug 10]. Available from: https://ir.uiowa.edu/etd/4991.

Council of Science Editors:

Hoffman TD. Project HOPE: a career education program for rural middle school students. [Doctoral Dissertation]. University of Iowa; 2013. Available from: https://ir.uiowa.edu/etd/4991

30. McBean, Tiffany. Multiple Perspectives in a Virtual Environment: Critically Examining Virtual History Curriculum.

Degree: PhD, Middle-Secondary Education and Instructional Technology, 2018, Georgia State University

  This study is an examination of the publicly shared United States History curriculum for Georgia Virtual School. The study focuses on how inclusive the… (more)

Subjects/Keywords: critical race theory; history; online course; social studies; virtual learning

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APA (6th Edition):

McBean, T. (2018). Multiple Perspectives in a Virtual Environment: Critically Examining Virtual History Curriculum. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/mse_diss/65

Chicago Manual of Style (16th Edition):

McBean, Tiffany. “Multiple Perspectives in a Virtual Environment: Critically Examining Virtual History Curriculum.” 2018. Doctoral Dissertation, Georgia State University. Accessed August 10, 2020. https://scholarworks.gsu.edu/mse_diss/65.

MLA Handbook (7th Edition):

McBean, Tiffany. “Multiple Perspectives in a Virtual Environment: Critically Examining Virtual History Curriculum.” 2018. Web. 10 Aug 2020.

Vancouver:

McBean T. Multiple Perspectives in a Virtual Environment: Critically Examining Virtual History Curriculum. [Internet] [Doctoral dissertation]. Georgia State University; 2018. [cited 2020 Aug 10]. Available from: https://scholarworks.gsu.edu/mse_diss/65.

Council of Science Editors:

McBean T. Multiple Perspectives in a Virtual Environment: Critically Examining Virtual History Curriculum. [Doctoral Dissertation]. Georgia State University; 2018. Available from: https://scholarworks.gsu.edu/mse_diss/65

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