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You searched for subject:(Curriculum Design). Showing records 1 – 21 of 21 total matches.

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1. Finkel-Freyger, Janna. Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course.

Degree: PhD, Education, 2019, York University

 Arts educators have been experiencing the pressures of current and emerging technologies and technological tools that are transforming the teaching and learning process in visual… (more)

Subjects/Keywords: Curriculum development; blended learning; instructional design; student engagement; social media; e-learning; multimedia learning

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APA (6th Edition):

Finkel-Freyger, J. (2019). Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/35870

Chicago Manual of Style (16th Edition):

Finkel-Freyger, Janna. “Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course.” 2019. Doctoral Dissertation, York University. Accessed November 12, 2019. http://hdl.handle.net/10315/35870.

MLA Handbook (7th Edition):

Finkel-Freyger, Janna. “Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course.” 2019. Web. 12 Nov 2019.

Vancouver:

Finkel-Freyger J. Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course. [Internet] [Doctoral dissertation]. York University; 2019. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10315/35870.

Council of Science Editors:

Finkel-Freyger J. Blended Learning in Higher Education: Exploring Students' Perceptions of Course Design, Pedagogical Approaches, and Use of Technology in an Undergraduate Visual Arts Course. [Doctoral Dissertation]. York University; 2019. Available from: http://hdl.handle.net/10315/35870


University of Manitoba

2. Burton, William. Ecopedagogy, The Earth Charter, and Manitoba curriculum: a critical content analysis.

Degree: Curriculum, Teaching and Learning, 2019, University of Manitoba

 The purpose of this study is to uncover whether the Manitoba Senior Years curricula made compulsory for graduation are sufficiently meeting our needs as a… (more)

Subjects/Keywords: Education; Curriculum; Environment; Environmental education; Ecopedagogy; Ecoliteracy; Education for sustainable development; Manitoba; United Nations; Earth Charter; Senior years; Content analysis; Critical pedagogy; ESD; Education for sustainable living; Ecoliterate; Public education; Education policy; Curriculum design

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APA (6th Edition):

Burton, W. (2019). Ecopedagogy, The Earth Charter, and Manitoba curriculum: a critical content analysis. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33780

Chicago Manual of Style (16th Edition):

Burton, William. “Ecopedagogy, The Earth Charter, and Manitoba curriculum: a critical content analysis.” 2019. Masters Thesis, University of Manitoba. Accessed November 12, 2019. http://hdl.handle.net/1993/33780.

MLA Handbook (7th Edition):

Burton, William. “Ecopedagogy, The Earth Charter, and Manitoba curriculum: a critical content analysis.” 2019. Web. 12 Nov 2019.

Vancouver:

Burton W. Ecopedagogy, The Earth Charter, and Manitoba curriculum: a critical content analysis. [Internet] [Masters thesis]. University of Manitoba; 2019. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1993/33780.

Council of Science Editors:

Burton W. Ecopedagogy, The Earth Charter, and Manitoba curriculum: a critical content analysis. [Masters Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/33780


University of Victoria

3. Hammond-Todd, Michael Andrew. Mobile interpretive apps as educational mediating tools in science education: participant-based digital design in natural history and science museums.

Degree: Department of Curriculum and Instruction, 2018, University of Victoria

 The use of mobile and social learning media for K-12 students continues to rapidly increase in both formal and informal learning environments. While many educational… (more)

Subjects/Keywords: science education; mobile learning; curriculum design; participant-based; elementary students; museum education; triangulated case study; thematic network analysis; narrative research

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APA (6th Edition):

Hammond-Todd, M. A. (2018). Mobile interpretive apps as educational mediating tools in science education: participant-based digital design in natural history and science museums. (Thesis). University of Victoria. Retrieved from https://dspace.library.uvic.ca//handle/1828/9967

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):

Hammond-Todd, Michael Andrew. “Mobile interpretive apps as educational mediating tools in science education: participant-based digital design in natural history and science museums.” 2018. Thesis, University of Victoria. Accessed November 12, 2019. https://dspace.library.uvic.ca//handle/1828/9967.

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

MLA Handbook (7th Edition):

Hammond-Todd, Michael Andrew. “Mobile interpretive apps as educational mediating tools in science education: participant-based digital design in natural history and science museums.” 2018. Web. 12 Nov 2019.

Vancouver:

Hammond-Todd MA. Mobile interpretive apps as educational mediating tools in science education: participant-based digital design in natural history and science museums. [Internet] [Thesis]. University of Victoria; 2018. [cited 2019 Nov 12]. Available from: https://dspace.library.uvic.ca//handle/1828/9967.

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

Council of Science Editors:

Hammond-Todd MA. Mobile interpretive apps as educational mediating tools in science education: participant-based digital design in natural history and science museums. [Thesis]. University of Victoria; 2018. Available from: https://dspace.library.uvic.ca//handle/1828/9967

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

4. Jacobs, Brenda Lee. Self-Regulation and Emergent Curriculum Inquiries in the Kindergarten Classroom.

Degree: PhD, Education, 2018, York University

 This doctoral dissertation explores and defends my belief that when teaching teams co-construct emergent curriculum inquiries with children in their Kindergarten classrooms, this teaching practice… (more)

Subjects/Keywords: Early childhood education; Self-Regulation; Stuart Shanker; Emergent Curriculum; Carol Anne Wien; Emergent Curriculum Inquiries; Inquiry Design; Pedagogical Documentation; Oral Language; Vygotsky; Conversation; The Kindergarten Program in Ontario; KIndergarten; Full-Day Kindergarten; Early Childhood Education; Reggio Emilia; Classroom Environment; Research Methods; Classroom Ethnography

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APA (6th Edition):

Jacobs, B. L. (2018). Self-Regulation and Emergent Curriculum Inquiries in the Kindergarten Classroom. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/34516

Chicago Manual of Style (16th Edition):

Jacobs, Brenda Lee. “Self-Regulation and Emergent Curriculum Inquiries in the Kindergarten Classroom.” 2018. Doctoral Dissertation, York University. Accessed November 12, 2019. http://hdl.handle.net/10315/34516.

MLA Handbook (7th Edition):

Jacobs, Brenda Lee. “Self-Regulation and Emergent Curriculum Inquiries in the Kindergarten Classroom.” 2018. Web. 12 Nov 2019.

Vancouver:

Jacobs BL. Self-Regulation and Emergent Curriculum Inquiries in the Kindergarten Classroom. [Internet] [Doctoral dissertation]. York University; 2018. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10315/34516.

Council of Science Editors:

Jacobs BL. Self-Regulation and Emergent Curriculum Inquiries in the Kindergarten Classroom. [Doctoral Dissertation]. York University; 2018. Available from: http://hdl.handle.net/10315/34516


University of Guelph

5. Ibey, David. Evidence-Based Landscape Architecture through Education in North America .

Degree: 2018, University of Guelph

 In order to understand whether landscape architects are adequately equipped with the skills to apply research findings to solve practical design problems, this study explores… (more)

Subjects/Keywords: Research; Curriculum; Landscape Design; EBLA; Environmental Planning

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APA (6th Edition):

Ibey, D. (2018). Evidence-Based Landscape Architecture through Education in North America . (Thesis). University of Guelph. Retrieved from https://atrium.lib.uoguelph.ca/xmlui/handle/10214/13037

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):

Ibey, David. “Evidence-Based Landscape Architecture through Education in North America .” 2018. Thesis, University of Guelph. Accessed November 12, 2019. https://atrium.lib.uoguelph.ca/xmlui/handle/10214/13037.

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

MLA Handbook (7th Edition):

Ibey, David. “Evidence-Based Landscape Architecture through Education in North America .” 2018. Web. 12 Nov 2019.

Vancouver:

Ibey D. Evidence-Based Landscape Architecture through Education in North America . [Internet] [Thesis]. University of Guelph; 2018. [cited 2019 Nov 12]. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/13037.

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

Council of Science Editors:

Ibey D. Evidence-Based Landscape Architecture through Education in North America . [Thesis]. University of Guelph; 2018. Available from: https://atrium.lib.uoguelph.ca/xmlui/handle/10214/13037

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


Royal Roads University

6. Searchfield, Mary Alice. Changing curriculum : a critical inquiry into the revision of the British Columbia science curriculum for grades K-9 .

Degree: 2017, Royal Roads University

 In 2010 British Columbia’s Ministry of Education started the process of redesigning the provincial school curriculum, Kindergarten to Grade 12. Mandatory implementation of the new… (more)

Subjects/Keywords: critical analysis; curriculum as design; curriculum studies; forms of knowledge; science

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APA (6th Edition):

Searchfield, M. A. (2017). Changing curriculum : a critical inquiry into the revision of the British Columbia science curriculum for grades K-9 . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10613/4991

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):

Searchfield, Mary Alice. “Changing curriculum : a critical inquiry into the revision of the British Columbia science curriculum for grades K-9 .” 2017. Thesis, Royal Roads University. Accessed November 12, 2019. http://hdl.handle.net/10613/4991.

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

MLA Handbook (7th Edition):

Searchfield, Mary Alice. “Changing curriculum : a critical inquiry into the revision of the British Columbia science curriculum for grades K-9 .” 2017. Web. 12 Nov 2019.

Vancouver:

Searchfield MA. Changing curriculum : a critical inquiry into the revision of the British Columbia science curriculum for grades K-9 . [Internet] [Thesis]. Royal Roads University; 2017. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10613/4991.

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

Council of Science Editors:

Searchfield MA. Changing curriculum : a critical inquiry into the revision of the British Columbia science curriculum for grades K-9 . [Thesis]. Royal Roads University; 2017. Available from: http://hdl.handle.net/10613/4991

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


University of Manitoba

7. Nickerson, Warren Thor. Teachers’ perspectives on planning for conceptual understanding in English language arts.

Degree: Education, 2017, University of Manitoba

 This study explored the conceptual ideas of secondary English language arts (ELA) teachers when they planned backwards. ELA curricula in Western Canada had largely been… (more)

Subjects/Keywords: English language arts; Curriculum planning; Backwards planning; Curriculum design; Conceptual understanding; Teacher planning; Constructivist grounded theory

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APA (6th Edition):

Nickerson, W. T. (2017). Teachers’ perspectives on planning for conceptual understanding in English language arts. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/33002

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):

Nickerson, Warren Thor. “Teachers’ perspectives on planning for conceptual understanding in English language arts.” 2017. Thesis, University of Manitoba. Accessed November 12, 2019. http://hdl.handle.net/1993/33002.

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

MLA Handbook (7th Edition):

Nickerson, Warren Thor. “Teachers’ perspectives on planning for conceptual understanding in English language arts.” 2017. Web. 12 Nov 2019.

Vancouver:

Nickerson WT. Teachers’ perspectives on planning for conceptual understanding in English language arts. [Internet] [Thesis]. University of Manitoba; 2017. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1993/33002.

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

Council of Science Editors:

Nickerson WT. Teachers’ perspectives on planning for conceptual understanding in English language arts. [Thesis]. University of Manitoba; 2017. Available from: http://hdl.handle.net/1993/33002

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


Ryerson University

8. O'Connell, Mark. Moral fibre: integrating ethics and sustainability into fashion curriculum.

Degree: 2016, Ryerson University

 THESIS STATEMENT Fashion is powerful; if you do not think it is important, look down at what you are wearing. Every person on this planet… (more)

Subjects/Keywords: Sustainability; Fashion  – Environmental aspects; Fashion design  – Environmental aspects; Clothing trade  – Environmental aspects; Curriculum planning

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APA (6th Edition):

O'Connell, M. (2016). Moral fibre: integrating ethics and sustainability into fashion curriculum. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A5532

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):

O'Connell, Mark. “Moral fibre: integrating ethics and sustainability into fashion curriculum.” 2016. Thesis, Ryerson University. Accessed November 12, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A5532.

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

MLA Handbook (7th Edition):

O'Connell, Mark. “Moral fibre: integrating ethics and sustainability into fashion curriculum.” 2016. Web. 12 Nov 2019.

Vancouver:

O'Connell M. Moral fibre: integrating ethics and sustainability into fashion curriculum. [Internet] [Thesis]. Ryerson University; 2016. [cited 2019 Nov 12]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A5532.

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

Council of Science Editors:

O'Connell M. Moral fibre: integrating ethics and sustainability into fashion curriculum. [Thesis]. Ryerson University; 2016. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A5532

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

9. Reingold, Matthew Aaron. Biblical Text Through Art: An Exploration of Secondary School Students' Bible-Based Artwork and it's Representations of Jewishness.

Degree: PhD, Education, 2015, York University

 I conducted a practitioner research study at a Jewish high school in Toronto in order to understand how teaching and learning through arts can help… (more)

Subjects/Keywords: Secondary education; Judaic studies; Art education; Arts-based learning; Jewish education; Curriculum design; Bible education

…opportunity to teach in the English, Bible and Jewish History departments and to design and… …component of the curriculum. This hesitancy is evident in the paucity of available studies about… …formal Jewish studies curriculum because they offer students the opportunity to explore the… …Jewish Studies curriculum into Special Education (smaller classes taught in English… …program, students follow the Ministry of Ontario curriculum and take required courses in English… 

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APA (6th Edition):

Reingold, M. A. (2015). Biblical Text Through Art: An Exploration of Secondary School Students' Bible-Based Artwork and it's Representations of Jewishness. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/29875

Chicago Manual of Style (16th Edition):

Reingold, Matthew Aaron. “Biblical Text Through Art: An Exploration of Secondary School Students' Bible-Based Artwork and it's Representations of Jewishness.” 2015. Doctoral Dissertation, York University. Accessed November 12, 2019. http://hdl.handle.net/10315/29875.

MLA Handbook (7th Edition):

Reingold, Matthew Aaron. “Biblical Text Through Art: An Exploration of Secondary School Students' Bible-Based Artwork and it's Representations of Jewishness.” 2015. Web. 12 Nov 2019.

Vancouver:

Reingold MA. Biblical Text Through Art: An Exploration of Secondary School Students' Bible-Based Artwork and it's Representations of Jewishness. [Internet] [Doctoral dissertation]. York University; 2015. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10315/29875.

Council of Science Editors:

Reingold MA. Biblical Text Through Art: An Exploration of Secondary School Students' Bible-Based Artwork and it's Representations of Jewishness. [Doctoral Dissertation]. York University; 2015. Available from: http://hdl.handle.net/10315/29875

10. Pearce, Joseph. Conceptualizing teachers' perceptions of Aboriginal student achievement : an exploratory study.

Degree: 2015, University of Saskatchewan

 ABSTRACT The primary purpose of this study was to explore teachers’ perceptions of Aboriginal student achievement in six Saskatchewan public community schools in urban, rural,… (more)

Subjects/Keywords: Aboriginal; student learning; public community schools; mixed methods research design; assessment for learning; differentiated instruction; parent and community involvement; culturally responsive curriculum and instruction; alignment; student membership

…Methods Design 76 Figure 3.2: Illustrating How Data will be Presented 100 Figure 6.1… …intention of implementing Aboriginal content in the educational curriculum as these educators will… 

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APA (6th Edition):

Pearce, J. (2015). Conceptualizing teachers' perceptions of Aboriginal student achievement : an exploratory study. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/ETD-2015-01-2003

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):

Pearce, Joseph. “Conceptualizing teachers' perceptions of Aboriginal student achievement : an exploratory study.” 2015. Thesis, University of Saskatchewan. Accessed November 12, 2019. http://hdl.handle.net/10388/ETD-2015-01-2003.

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

MLA Handbook (7th Edition):

Pearce, Joseph. “Conceptualizing teachers' perceptions of Aboriginal student achievement : an exploratory study.” 2015. Web. 12 Nov 2019.

Vancouver:

Pearce J. Conceptualizing teachers' perceptions of Aboriginal student achievement : an exploratory study. [Internet] [Thesis]. University of Saskatchewan; 2015. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10388/ETD-2015-01-2003.

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

Council of Science Editors:

Pearce J. Conceptualizing teachers' perceptions of Aboriginal student achievement : an exploratory study. [Thesis]. University of Saskatchewan; 2015. Available from: http://hdl.handle.net/10388/ETD-2015-01-2003

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


University of Manitoba

11. Kulik, Joel J. The human nature of chemistry curriculum design and development: a Canadian case study.

Degree: Curriculum, Teaching and Learning, 2014, University of Manitoba

 This thesis is a case study of the design and development of one Canadian province’s intended Grade 12 Chemistry curriculum. It explores the story associated… (more)

Subjects/Keywords: chemistry; curriculum; curriculum design; curriculum development; chemistry curriculum; chemistry curriculum development; human nature; humanity; human dynamics; chemistry education; chemistry teaching; chemistry learning; curriculum construction; curriculum process; curriculum development process; development team; tensionality; tension; influences on curriculum; factors that influence curriculum; lived experiences; stakeholders; historical; phenomenological; phenomenology; autobiography; autobiographical; political; politics; political factors; deconstruction; reconstruction

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APA (6th Edition):

Kulik, J. J. (2014). The human nature of chemistry curriculum design and development: a Canadian case study. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/23897

Chicago Manual of Style (16th Edition):

Kulik, Joel J. “The human nature of chemistry curriculum design and development: a Canadian case study.” 2014. Masters Thesis, University of Manitoba. Accessed November 12, 2019. http://hdl.handle.net/1993/23897.

MLA Handbook (7th Edition):

Kulik, Joel J. “The human nature of chemistry curriculum design and development: a Canadian case study.” 2014. Web. 12 Nov 2019.

Vancouver:

Kulik JJ. The human nature of chemistry curriculum design and development: a Canadian case study. [Internet] [Masters thesis]. University of Manitoba; 2014. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1993/23897.

Council of Science Editors:

Kulik JJ. The human nature of chemistry curriculum design and development: a Canadian case study. [Masters Thesis]. University of Manitoba; 2014. Available from: http://hdl.handle.net/1993/23897

12. Aryee, Kinful Lartebea. The Role of Mobile Phones in Health Education for Rural Communities in Ghana: An Exploratory Study in Digital Technologies.

Degree: 2014, University of Western Ontario

 The use of wireless, mobile, and handheld digital devices is growing in every sector, including education and health. The increase in mobile (handheld) phone usage… (more)

Subjects/Keywords: STEM and Health Education; Health Information and Literacy; Mobile Phone; Community Education; Mixed methods; Activity Theory; Sub-Saharan Countries; Global Health; Curriculum and Instruction; Education; Health Information Technology; Instructional Media Design

…283 Curriculum Vitae… 

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APA (6th Edition):

Aryee, K. L. (2014). The Role of Mobile Phones in Health Education for Rural Communities in Ghana: An Exploratory Study in Digital Technologies. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/2030

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):

Aryee, Kinful Lartebea. “The Role of Mobile Phones in Health Education for Rural Communities in Ghana: An Exploratory Study in Digital Technologies.” 2014. Thesis, University of Western Ontario. Accessed November 12, 2019. https://ir.lib.uwo.ca/etd/2030.

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

MLA Handbook (7th Edition):

Aryee, Kinful Lartebea. “The Role of Mobile Phones in Health Education for Rural Communities in Ghana: An Exploratory Study in Digital Technologies.” 2014. Web. 12 Nov 2019.

Vancouver:

Aryee KL. The Role of Mobile Phones in Health Education for Rural Communities in Ghana: An Exploratory Study in Digital Technologies. [Internet] [Thesis]. University of Western Ontario; 2014. [cited 2019 Nov 12]. Available from: https://ir.lib.uwo.ca/etd/2030.

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

Council of Science Editors:

Aryee KL. The Role of Mobile Phones in Health Education for Rural Communities in Ghana: An Exploratory Study in Digital Technologies. [Thesis]. University of Western Ontario; 2014. Available from: https://ir.lib.uwo.ca/etd/2030

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

13. Hainer-Violand, Julia. (Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere.

Degree: 2013, University of Toronto

This thesis investigates how teachers navigate Common Core State Standards, high-stakes testing, and teacher evaluation while creating their own curriculum to meet the needs of… (more)

Subjects/Keywords: Teacher Agency; Curriculum Design; Bilingual Learners; Practitioner Research; Teacher Student Relationship; Instruction; Common Core State Standards; Standardized Testing; New Literacy Studies; Student Engagement; 0727; 0282; 0279; 0524

…208 Appendix D: Curriculum Questionnaire ..209 viii Dedication… …create my own curriculum that blended English language instruction with content, and there was… …of native English and native Spanish speakers. How was I to know how to create a curriculum… …curriculum that fit the needs of my students while simultaneously learning the ropes of teaching. I… …I had to create an entire curriculum out of a classroom library, a set of Houghton Mifflin… 

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APA (6th Edition):

Hainer-Violand, J. (2013). (Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/42622

Chicago Manual of Style (16th Edition):

Hainer-Violand, Julia. “(Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere.” 2013. Masters Thesis, University of Toronto. Accessed November 12, 2019. http://hdl.handle.net/1807/42622.

MLA Handbook (7th Edition):

Hainer-Violand, Julia. “(Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere.” 2013. Web. 12 Nov 2019.

Vancouver:

Hainer-Violand J. (Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere. [Internet] [Masters thesis]. University of Toronto; 2013. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1807/42622.

Council of Science Editors:

Hainer-Violand J. (Re)Defining Priorities: Teachers’ Perspectives on Supporting Diverse Learners Within a Flexible Curriculum in a High-stakes Testing Atmosphere. [Masters Thesis]. University of Toronto; 2013. Available from: http://hdl.handle.net/1807/42622

14. Khalili, Hossein. Interprofessional Socialization and Dual Identity Development Amongst Cross-Disciplinary Students.

Degree: 2013, University of Western Ontario

 The purpose of this study was to develop and test an interprofessional socialization (IPS) framework through assessing the impact of an IPS-based interprofessional education program… (more)

Subjects/Keywords: Interprofessional Socialization (IPS); IPS-Based Interprofessional Education Program; Social Identity Theory & Intergroup Contact Theory; Uniprofessional Identity; Dual Professional and Interprofessional Identity; Dual Identity Scale (DIS); Concurrent Embedded Mixed-Method; Quasi-Experimental Design; Latent Growth Curve Modeling; Thematic Content Analysis; Curriculum and Instruction; Education; Educational Assessment, Evaluation, and Research; Educational Methods; Educational Psychology; Educational Sociology; Higher Education; Medical Education; Medicine and Health Sciences; Nursing; Social and Behavioral Sciences; Social Psychology and Interaction; Sociology; Theory, Knowledge and Science

…129 Appendices . 147 Curriculum Vitae… 

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APA (6th Edition):

Khalili, H. (2013). Interprofessional Socialization and Dual Identity Development Amongst Cross-Disciplinary Students. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/1742

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):

Khalili, Hossein. “Interprofessional Socialization and Dual Identity Development Amongst Cross-Disciplinary Students.” 2013. Thesis, University of Western Ontario. Accessed November 12, 2019. https://ir.lib.uwo.ca/etd/1742.

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

MLA Handbook (7th Edition):

Khalili, Hossein. “Interprofessional Socialization and Dual Identity Development Amongst Cross-Disciplinary Students.” 2013. Web. 12 Nov 2019.

Vancouver:

Khalili H. Interprofessional Socialization and Dual Identity Development Amongst Cross-Disciplinary Students. [Internet] [Thesis]. University of Western Ontario; 2013. [cited 2019 Nov 12]. Available from: https://ir.lib.uwo.ca/etd/1742.

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

Council of Science Editors:

Khalili H. Interprofessional Socialization and Dual Identity Development Amongst Cross-Disciplinary Students. [Thesis]. University of Western Ontario; 2013. Available from: https://ir.lib.uwo.ca/etd/1742

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

15. McCreery, Dale. Challenges and Solutions in Adult Acquisition of Cree as a Second Language.

Degree: Dept. of Linguistics, 2013, University of Victoria

 The purpose of this thesis is to document and analyze the experiences and beliefs of a cross section of the second language Cree learning and… (more)

Subjects/Keywords: Second Language Acquisition; Cree Language; Qualitative Study; Adult; Applied linguistics; Curriculum design

…average learner in available curriculum, requiring either a well-trained teacher or a lot of… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

McCreery, D. (2013). Challenges and Solutions in Adult Acquisition of Cree as a Second Language. (Masters Thesis). University of Victoria. Retrieved from http://hdl.handle.net/1828/4584

Chicago Manual of Style (16th Edition):

McCreery, Dale. “Challenges and Solutions in Adult Acquisition of Cree as a Second Language.” 2013. Masters Thesis, University of Victoria. Accessed November 12, 2019. http://hdl.handle.net/1828/4584.

MLA Handbook (7th Edition):

McCreery, Dale. “Challenges and Solutions in Adult Acquisition of Cree as a Second Language.” 2013. Web. 12 Nov 2019.

Vancouver:

McCreery D. Challenges and Solutions in Adult Acquisition of Cree as a Second Language. [Internet] [Masters thesis]. University of Victoria; 2013. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1828/4584.

Council of Science Editors:

McCreery D. Challenges and Solutions in Adult Acquisition of Cree as a Second Language. [Masters Thesis]. University of Victoria; 2013. Available from: http://hdl.handle.net/1828/4584

16. Augustincic Polec, Lana. Global Health Competency Skills: A Self-assessment for Medical Students .

Degree: 2012, University of Ottawa

 Global health is an emerging concern in a rapidly changing world in which health issues transcend international borders. This study developed and validated a new… (more)

Subjects/Keywords: global health; medical curriculum; global health measurement tool; retrospective pretest / posttest study design

…the background information, design options, analysis, results, and recommendations… …described in this chapter. The designs explored include the Traditional Pretest/Postest design… …the Retrospective Pretest/Posttest design and the Solomon four-group design. Chapter 4… …of determinants of health is particularly important for design of interventions that will… …the medical curriculum (28). For example, global health topics receive little… 

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APA (6th Edition):

Augustincic Polec, L. (2012). Global Health Competency Skills: A Self-assessment for Medical Students . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/23275

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):

Augustincic Polec, Lana. “Global Health Competency Skills: A Self-assessment for Medical Students .” 2012. Thesis, University of Ottawa. Accessed November 12, 2019. http://hdl.handle.net/10393/23275.

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

MLA Handbook (7th Edition):

Augustincic Polec, Lana. “Global Health Competency Skills: A Self-assessment for Medical Students .” 2012. Web. 12 Nov 2019.

Vancouver:

Augustincic Polec L. Global Health Competency Skills: A Self-assessment for Medical Students . [Internet] [Thesis]. University of Ottawa; 2012. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10393/23275.

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

Council of Science Editors:

Augustincic Polec L. Global Health Competency Skills: A Self-assessment for Medical Students . [Thesis]. University of Ottawa; 2012. Available from: http://hdl.handle.net/10393/23275

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


Queens University

17. Martin, Andrea. Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text .

Degree: Education, 2010, Queens University

 There are mounting concerns to ensure that children are prepared for the literacy demands of the 21st century. Reading inability at 9 years of age… (more)

Subjects/Keywords: reading; struggling readers; instructional interventions; older poor readers; school-university partnerships; university researcher-classroom teacher collaboration; collaborative process; expository text; special education; teacher education; ethnography; curriculum design; differentiated instruction; parallel lessons; inclusion; adaptive teaching; exceptional learners; reading-to-learn; student engagement; professional development; social inclusion; tiered instruction; reading comprehension processes; comprehension-monitoring; metacognition; self-regulated learning; self-efficacy

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APA (6th Edition):

Martin, A. (2010). Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/5404

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):

Martin, Andrea. “Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text .” 2010. Thesis, Queens University. Accessed November 12, 2019. http://hdl.handle.net/1974/5404.

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

MLA Handbook (7th Edition):

Martin, Andrea. “Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text .” 2010. Web. 12 Nov 2019.

Vancouver:

Martin A. Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text . [Internet] [Thesis]. Queens University; 2010. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1974/5404.

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

Council of Science Editors:

Martin A. Collaborating for Convergence: Instructional Interventions for Children's Reading of Expository Text . [Thesis]. Queens University; 2010. Available from: http://hdl.handle.net/1974/5404

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


McMaster University

18. Hume, Verna Clarice Marlene. Curriculum Designed for Understanding.

Degree: MSEd, 2001, McMaster University

  Students need to 'Do' a subject rather then just learn the material. To merely cover the material is to 'travel over' the information, educators… (more)

Subjects/Keywords: curriculum; understanding; backward design process; educators; ontario; Curriculum and Instruction; Educational Assessment, Evaluation, and Research; Curriculum and Instruction

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APA (6th Edition):

Hume, V. C. M. (2001). Curriculum Designed for Understanding. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/13692

Chicago Manual of Style (16th Edition):

Hume, Verna Clarice Marlene. “Curriculum Designed for Understanding.” 2001. Masters Thesis, McMaster University. Accessed November 12, 2019. http://hdl.handle.net/11375/13692.

MLA Handbook (7th Edition):

Hume, Verna Clarice Marlene. “Curriculum Designed for Understanding.” 2001. Web. 12 Nov 2019.

Vancouver:

Hume VCM. Curriculum Designed for Understanding. [Internet] [Masters thesis]. McMaster University; 2001. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/11375/13692.

Council of Science Editors:

Hume VCM. Curriculum Designed for Understanding. [Masters Thesis]. McMaster University; 2001. Available from: http://hdl.handle.net/11375/13692


University of Alberta

19. Rempel, S. Patricia. Instructional technology roles and competencies: preparing for the 21st century.

Degree: Master of Education in Instructional Technology, Department of Adult, Career & Technology Education, 1997, University of Alberta

Subjects/Keywords: Instructional systems – Design – Research.; Educational technology – Study and teaching (Higher); Curriculum planning.

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APA (6th Edition):

Rempel, S. P. (1997). Instructional technology roles and competencies: preparing for the 21st century. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ks65hf96k

Chicago Manual of Style (16th Edition):

Rempel, S Patricia. “Instructional technology roles and competencies: preparing for the 21st century.” 1997. Masters Thesis, University of Alberta. Accessed November 12, 2019. https://era.library.ualberta.ca/files/ks65hf96k.

MLA Handbook (7th Edition):

Rempel, S Patricia. “Instructional technology roles and competencies: preparing for the 21st century.” 1997. Web. 12 Nov 2019.

Vancouver:

Rempel SP. Instructional technology roles and competencies: preparing for the 21st century. [Internet] [Masters thesis]. University of Alberta; 1997. [cited 2019 Nov 12]. Available from: https://era.library.ualberta.ca/files/ks65hf96k.

Council of Science Editors:

Rempel SP. Instructional technology roles and competencies: preparing for the 21st century. [Masters Thesis]. University of Alberta; 1997. Available from: https://era.library.ualberta.ca/files/ks65hf96k


University of Alberta

20. Campbell, Katy. Collaborative instructional design: a transformative social activity.

Degree: PhD, Department of Elementary Education, 1994, University of Alberta

Subjects/Keywords: Curriculum planning.; Instructional systems – Design.

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APA (6th Edition):

Campbell, K. (1994). Collaborative instructional design: a transformative social activity. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/d504rn710

Chicago Manual of Style (16th Edition):

Campbell, Katy. “Collaborative instructional design: a transformative social activity.” 1994. Doctoral Dissertation, University of Alberta. Accessed November 12, 2019. https://era.library.ualberta.ca/files/d504rn710.

MLA Handbook (7th Edition):

Campbell, Katy. “Collaborative instructional design: a transformative social activity.” 1994. Web. 12 Nov 2019.

Vancouver:

Campbell K. Collaborative instructional design: a transformative social activity. [Internet] [Doctoral dissertation]. University of Alberta; 1994. [cited 2019 Nov 12]. Available from: https://era.library.ualberta.ca/files/d504rn710.

Council of Science Editors:

Campbell K. Collaborative instructional design: a transformative social activity. [Doctoral Dissertation]. University of Alberta; 1994. Available from: https://era.library.ualberta.ca/files/d504rn710


University of Alberta

21. Sung, Il Je. A critical understanding of technology and educational development: a case study of the Korean Educational Development Institute.

Degree: PhD, Department of Secondary Education, 1986, University of Alberta

Subjects/Keywords: Education – Research – Korea.; Han'guk Kyoyuk Kaebarwŏn.; Instructional systems – Korea – Design.; Curriculum planning – Korea.; Educational technology – Korea.

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APA (6th Edition):

Sung, I. J. (1986). A critical understanding of technology and educational development: a case study of the Korean Educational Development Institute. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/tb09j764h

Chicago Manual of Style (16th Edition):

Sung, Il Je. “A critical understanding of technology and educational development: a case study of the Korean Educational Development Institute.” 1986. Doctoral Dissertation, University of Alberta. Accessed November 12, 2019. https://era.library.ualberta.ca/files/tb09j764h.

MLA Handbook (7th Edition):

Sung, Il Je. “A critical understanding of technology and educational development: a case study of the Korean Educational Development Institute.” 1986. Web. 12 Nov 2019.

Vancouver:

Sung IJ. A critical understanding of technology and educational development: a case study of the Korean Educational Development Institute. [Internet] [Doctoral dissertation]. University of Alberta; 1986. [cited 2019 Nov 12]. Available from: https://era.library.ualberta.ca/files/tb09j764h.

Council of Science Editors:

Sung IJ. A critical understanding of technology and educational development: a case study of the Korean Educational Development Institute. [Doctoral Dissertation]. University of Alberta; 1986. Available from: https://era.library.ualberta.ca/files/tb09j764h

.