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You searched for subject:(Curriculum AND Social Inquiry). Showing records 1 – 30 of 1090 total matches.

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University of Maine

1. Jordan, Gretchen. How Service-Learning Can Counter Cultural Narcissism.

Degree: MA, Liberal Studies, 2011, University of Maine

  This thesis defines and describes cultural narcissism as a societal syndrome and details the causes and perpetrators of this cultural shift in the United… (more)

Subjects/Keywords: Cultural narcissism; Curriculum and Social Inquiry; Education

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APA (6th Edition):

Jordan, G. (2011). How Service-Learning Can Counter Cultural Narcissism. (Masters Thesis). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/476

Chicago Manual of Style (16th Edition):

Jordan, Gretchen. “How Service-Learning Can Counter Cultural Narcissism.” 2011. Masters Thesis, University of Maine. Accessed February 19, 2018. https://digitalcommons.library.umaine.edu/etd/476.

MLA Handbook (7th Edition):

Jordan, Gretchen. “How Service-Learning Can Counter Cultural Narcissism.” 2011. Web. 19 Feb 2018.

Vancouver:

Jordan G. How Service-Learning Can Counter Cultural Narcissism. [Internet] [Masters thesis]. University of Maine; 2011. [cited 2018 Feb 19]. Available from: https://digitalcommons.library.umaine.edu/etd/476.

Council of Science Editors:

Jordan G. How Service-Learning Can Counter Cultural Narcissism. [Masters Thesis]. University of Maine; 2011. Available from: https://digitalcommons.library.umaine.edu/etd/476


Boise State University

2. Jang, Bong Seok. Teaching for Social Justice with Students from Privileged Groups: Integrating Social Justice into Middle School Curriculum.

Degree: 2010, Boise State University

 This dissertation research focuses on the teaching for social justice with privileged middle school students. A need for this research was established based on the… (more)

Subjects/Keywords: Teaching for Social Justice; Social Justice Education; Curriculum; Curriculum and Social Inquiry

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APA (6th Edition):

Jang, B. S. (2010). Teaching for Social Justice with Students from Privileged Groups: Integrating Social Justice into Middle School Curriculum. (Thesis). Boise State University. Retrieved from http://scholarworks.boisestate.edu/td/131

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):

Jang, Bong Seok. “Teaching for Social Justice with Students from Privileged Groups: Integrating Social Justice into Middle School Curriculum.” 2010. Thesis, Boise State University. Accessed February 19, 2018. http://scholarworks.boisestate.edu/td/131.

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

MLA Handbook (7th Edition):

Jang, Bong Seok. “Teaching for Social Justice with Students from Privileged Groups: Integrating Social Justice into Middle School Curriculum.” 2010. Web. 19 Feb 2018.

Vancouver:

Jang BS. Teaching for Social Justice with Students from Privileged Groups: Integrating Social Justice into Middle School Curriculum. [Internet] [Thesis]. Boise State University; 2010. [cited 2018 Feb 19]. Available from: http://scholarworks.boisestate.edu/td/131.

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

Council of Science Editors:

Jang BS. Teaching for Social Justice with Students from Privileged Groups: Integrating Social Justice into Middle School Curriculum. [Thesis]. Boise State University; 2010. Available from: http://scholarworks.boisestate.edu/td/131

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


California State University – San Bernardino

3. Gray, Daniel Robert. THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY.

Degree: MAin Education, Education, 2016, California State University – San Bernardino

  ABSTRACT When we look at artists in contemporary society it is unfortunate how many of them turn to drugs, alcohol, and suicide as a… (more)

Subjects/Keywords: Holistic; Health; Wholebeing; Curriculum; Longevity; Arts; Art Education; Curriculum and Instruction; Curriculum and Social Inquiry

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APA (6th Edition):

Gray, D. R. (2016). THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/302

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):

Gray, Daniel Robert. “THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY.” 2016. Thesis, California State University – San Bernardino. Accessed February 19, 2018. http://scholarworks.lib.csusb.edu/etd/302.

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

MLA Handbook (7th Edition):

Gray, Daniel Robert. “THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY.” 2016. Web. 19 Feb 2018.

Vancouver:

Gray DR. THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY. [Internet] [Thesis]. California State University – San Bernardino; 2016. [cited 2018 Feb 19]. Available from: http://scholarworks.lib.csusb.edu/etd/302.

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

Council of Science Editors:

Gray DR. THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY. [Thesis]. California State University – San Bernardino; 2016. Available from: http://scholarworks.lib.csusb.edu/etd/302

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


Kennesaw State University

4. Grazer, Jennifer M. A Tempest in the Halls: Intersections of Social Justice, Student Collaboration, and Devised Theatre.

Degree: Doctor of Education in Teacher Leadership (EdD), Teacher Leadership for Learning, 2012, Kennesaw State University

  An increasing disconnection exists between students and schooling as these formal institutions continue to prioritize high-stakes testing and quantitative measures over the specific needs… (more)

Subjects/Keywords: drama; student collaboration; social justice; Curriculum and Social Inquiry

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APA (6th Edition):

Grazer, J. M. (2012). A Tempest in the Halls: Intersections of Social Justice, Student Collaboration, and Devised Theatre. (Thesis). Kennesaw State University. Retrieved from http://digitalcommons.kennesaw.edu/etd/525

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):

Grazer, Jennifer M. “A Tempest in the Halls: Intersections of Social Justice, Student Collaboration, and Devised Theatre.” 2012. Thesis, Kennesaw State University. Accessed February 19, 2018. http://digitalcommons.kennesaw.edu/etd/525.

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

MLA Handbook (7th Edition):

Grazer, Jennifer M. “A Tempest in the Halls: Intersections of Social Justice, Student Collaboration, and Devised Theatre.” 2012. Web. 19 Feb 2018.

Vancouver:

Grazer JM. A Tempest in the Halls: Intersections of Social Justice, Student Collaboration, and Devised Theatre. [Internet] [Thesis]. Kennesaw State University; 2012. [cited 2018 Feb 19]. Available from: http://digitalcommons.kennesaw.edu/etd/525.

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

Council of Science Editors:

Grazer JM. A Tempest in the Halls: Intersections of Social Justice, Student Collaboration, and Devised Theatre. [Thesis]. Kennesaw State University; 2012. Available from: http://digitalcommons.kennesaw.edu/etd/525

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


University of Western Ontario

5. Malins, Pamela M. Gender and Sexual Orientation in the Elementary Classroom: Teachers Negotiating Critical Literacies and Queer Pedagogies.

Degree: 2012, University of Western Ontario

 Drawing from queer theoretical perspectives, this thesis examines the extent to which teachers address sexual orientation and gender identities in Ontario Elementary classrooms, reflecting recent… (more)

Subjects/Keywords: gender identities; sexual orientation; curriculum; pedagogy; antidiscrimination education; social justice; Curriculum and Social Inquiry

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APA (6th Edition):

Malins, P. M. (2012). Gender and Sexual Orientation in the Elementary Classroom: Teachers Negotiating Critical Literacies and Queer Pedagogies. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/808

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):

Malins, Pamela M. “Gender and Sexual Orientation in the Elementary Classroom: Teachers Negotiating Critical Literacies and Queer Pedagogies.” 2012. Thesis, University of Western Ontario. Accessed February 19, 2018. https://ir.lib.uwo.ca/etd/808.

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

MLA Handbook (7th Edition):

Malins, Pamela M. “Gender and Sexual Orientation in the Elementary Classroom: Teachers Negotiating Critical Literacies and Queer Pedagogies.” 2012. Web. 19 Feb 2018.

Vancouver:

Malins PM. Gender and Sexual Orientation in the Elementary Classroom: Teachers Negotiating Critical Literacies and Queer Pedagogies. [Internet] [Thesis]. University of Western Ontario; 2012. [cited 2018 Feb 19]. Available from: https://ir.lib.uwo.ca/etd/808.

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

Council of Science Editors:

Malins PM. Gender and Sexual Orientation in the Elementary Classroom: Teachers Negotiating Critical Literacies and Queer Pedagogies. [Thesis]. University of Western Ontario; 2012. Available from: https://ir.lib.uwo.ca/etd/808

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

6. Reed, Luke Terrence. The effect of participation in school-facilitated community service programmes on students' self-esteem, sense of community engagement and attitudes to Christianity.

Degree: 2006, Australian Catholic University

  Increasingly, student orientated service outreach programmes (community service) are being incorporated into the broad curriculum of Australian High Schools. The assumption made is that… (more)

Subjects/Keywords: Christianity; Curriculum and Social Inquiry

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APA (6th Edition):

Reed, L. T. (2006). The effect of participation in school-facilitated community service programmes on students' self-esteem, sense of community engagement and attitudes to Christianity. (Thesis). Australian Catholic University. Retrieved from http://researchbank.acu.edu.au/theses/180

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):

Reed, Luke Terrence. “The effect of participation in school-facilitated community service programmes on students' self-esteem, sense of community engagement and attitudes to Christianity.” 2006. Thesis, Australian Catholic University. Accessed February 19, 2018. http://researchbank.acu.edu.au/theses/180.

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

MLA Handbook (7th Edition):

Reed, Luke Terrence. “The effect of participation in school-facilitated community service programmes on students' self-esteem, sense of community engagement and attitudes to Christianity.” 2006. Web. 19 Feb 2018.

Vancouver:

Reed LT. The effect of participation in school-facilitated community service programmes on students' self-esteem, sense of community engagement and attitudes to Christianity. [Internet] [Thesis]. Australian Catholic University; 2006. [cited 2018 Feb 19]. Available from: http://researchbank.acu.edu.au/theses/180.

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

Council of Science Editors:

Reed LT. The effect of participation in school-facilitated community service programmes on students' self-esteem, sense of community engagement and attitudes to Christianity. [Thesis]. Australian Catholic University; 2006. Available from: http://researchbank.acu.edu.au/theses/180

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

7. McElroy, Karyn. Vagabond: Returning To Autoethnography As A Doctoral Nomad.

Degree: EdD Doctor of Education, Curriculum, Advocacy, and Policy, 2016, National-Louis University

  Vagabond: Returning to Autoethnography as a Doctoral Nomad is a journey into what is described as a purposeful and rhizomatic inquiry of spaces and… (more)

Subjects/Keywords: poststructuralism; feminism; bricoleur; rhizome; performance; Curriculum and Social Inquiry; Education

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APA (6th Edition):

McElroy, K. (2016). Vagabond: Returning To Autoethnography As A Doctoral Nomad. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/184

Chicago Manual of Style (16th Edition):

McElroy, Karyn. “Vagabond: Returning To Autoethnography As A Doctoral Nomad.” 2016. Doctoral Dissertation, National-Louis University. Accessed February 19, 2018. http://digitalcommons.nl.edu/diss/184.

MLA Handbook (7th Edition):

McElroy, Karyn. “Vagabond: Returning To Autoethnography As A Doctoral Nomad.” 2016. Web. 19 Feb 2018.

Vancouver:

McElroy K. Vagabond: Returning To Autoethnography As A Doctoral Nomad. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2018 Feb 19]. Available from: http://digitalcommons.nl.edu/diss/184.

Council of Science Editors:

McElroy K. Vagabond: Returning To Autoethnography As A Doctoral Nomad. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/184


Edith Cowan University

8. Naratarajan, Uma. A sociocultural approach to the study of an ICT curriculum for at-risk students in Singapore.

Degree: 2010, Edith Cowan University

 This thesis describes the curriculum and classroom practices of a Computer Applications (CPA) classroom in Singapore. It attempts to answer the question: why and how… (more)

Subjects/Keywords: education; computer; student; information technology; Singapore; Curriculum and Social Inquiry

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APA (6th Edition):

Naratarajan, U. (2010). A sociocultural approach to the study of an ICT curriculum for at-risk students in Singapore. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/1818

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):

Naratarajan, Uma. “A sociocultural approach to the study of an ICT curriculum for at-risk students in Singapore.” 2010. Thesis, Edith Cowan University. Accessed February 19, 2018. http://ro.ecu.edu.au/theses/1818.

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

MLA Handbook (7th Edition):

Naratarajan, Uma. “A sociocultural approach to the study of an ICT curriculum for at-risk students in Singapore.” 2010. Web. 19 Feb 2018.

Vancouver:

Naratarajan U. A sociocultural approach to the study of an ICT curriculum for at-risk students in Singapore. [Internet] [Thesis]. Edith Cowan University; 2010. [cited 2018 Feb 19]. Available from: http://ro.ecu.edu.au/theses/1818.

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

Council of Science Editors:

Naratarajan U. A sociocultural approach to the study of an ICT curriculum for at-risk students in Singapore. [Thesis]. Edith Cowan University; 2010. Available from: http://ro.ecu.edu.au/theses/1818

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


University of Western Ontario

9. Jung, Bonny F. The Professional Master's Occupational Therapist: Developing an Emerging Professional Identity.

Degree: 2010, University of Western Ontario

 The purpose of this study is to explore the emerging professional identity of the professional master’s entry-level occupational therapist. The questions are: 1) What does… (more)

Subjects/Keywords: occupational therapy; graduate education; profession; professional identity; Curriculum and Social Inquiry

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APA (6th Edition):

Jung, B. F. (2010). The Professional Master's Occupational Therapist: Developing an Emerging Professional Identity. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/18

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):

Jung, Bonny F. “The Professional Master's Occupational Therapist: Developing an Emerging Professional Identity.” 2010. Thesis, University of Western Ontario. Accessed February 19, 2018. https://ir.lib.uwo.ca/etd/18.

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

MLA Handbook (7th Edition):

Jung, Bonny F. “The Professional Master's Occupational Therapist: Developing an Emerging Professional Identity.” 2010. Web. 19 Feb 2018.

Vancouver:

Jung BF. The Professional Master's Occupational Therapist: Developing an Emerging Professional Identity. [Internet] [Thesis]. University of Western Ontario; 2010. [cited 2018 Feb 19]. Available from: https://ir.lib.uwo.ca/etd/18.

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

Council of Science Editors:

Jung BF. The Professional Master's Occupational Therapist: Developing an Emerging Professional Identity. [Thesis]. University of Western Ontario; 2010. Available from: https://ir.lib.uwo.ca/etd/18

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

10. Littmann, Sarah Ellen. Response to Intervention: Raising the Achievement of Struggling Readers.

Degree: PhD, Curriculum and Instruction, 2010, U of Denver

  Two purposes guided this concurrent nested mixed methods research. It examined and described the processes followed and experiences had by the administrators, teachers, and… (more)

Subjects/Keywords: Intervention; Literacy; Reading Intervention; Response to Intervention; Curriculum and Instruction; Curriculum and Social Inquiry

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APA (6th Edition):

Littmann, S. E. (2010). Response to Intervention: Raising the Achievement of Struggling Readers. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/860

Chicago Manual of Style (16th Edition):

Littmann, Sarah Ellen. “Response to Intervention: Raising the Achievement of Struggling Readers.” 2010. Doctoral Dissertation, U of Denver. Accessed February 19, 2018. https://digitalcommons.du.edu/etd/860.

MLA Handbook (7th Edition):

Littmann, Sarah Ellen. “Response to Intervention: Raising the Achievement of Struggling Readers.” 2010. Web. 19 Feb 2018.

Vancouver:

Littmann SE. Response to Intervention: Raising the Achievement of Struggling Readers. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2018 Feb 19]. Available from: https://digitalcommons.du.edu/etd/860.

Council of Science Editors:

Littmann SE. Response to Intervention: Raising the Achievement of Struggling Readers. [Doctoral Dissertation]. U of Denver; 2010. Available from: https://digitalcommons.du.edu/etd/860


University of New Mexico

11. Ball, Diane. The Enduring Communities Project of Japanese American Experiences in New Mexico during World War II and Beyond: A Teachers Journey in Creating Meaningful Curriculum for the Secondary Social Studies Classroom.

Degree: Language, Literacy, and Sociocultural Studies, 2010, University of New Mexico

 In 2006, the Japanese American National Museum funded a three year curriculum development project entitled Enduring Communities: Japanese Americans in Arizona, Colorado, New Mexico, Texas… (more)

Subjects/Keywords: Secondary Social Studies Curriculum; Curriculum Development; Social Studies; Narrative Inquiry; Reflection; Reflective Teacher Practice; Teacher-driven curriculum development

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APA (6th Edition):

Ball, D. (2010). The Enduring Communities Project of Japanese American Experiences in New Mexico during World War II and Beyond: A Teachers Journey in Creating Meaningful Curriculum for the Secondary Social Studies Classroom. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10855

Chicago Manual of Style (16th Edition):

Ball, Diane. “The Enduring Communities Project of Japanese American Experiences in New Mexico during World War II and Beyond: A Teachers Journey in Creating Meaningful Curriculum for the Secondary Social Studies Classroom.” 2010. Doctoral Dissertation, University of New Mexico. Accessed February 19, 2018. http://hdl.handle.net/1928/10855.

MLA Handbook (7th Edition):

Ball, Diane. “The Enduring Communities Project of Japanese American Experiences in New Mexico during World War II and Beyond: A Teachers Journey in Creating Meaningful Curriculum for the Secondary Social Studies Classroom.” 2010. Web. 19 Feb 2018.

Vancouver:

Ball D. The Enduring Communities Project of Japanese American Experiences in New Mexico during World War II and Beyond: A Teachers Journey in Creating Meaningful Curriculum for the Secondary Social Studies Classroom. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2018 Feb 19]. Available from: http://hdl.handle.net/1928/10855.

Council of Science Editors:

Ball D. The Enduring Communities Project of Japanese American Experiences in New Mexico during World War II and Beyond: A Teachers Journey in Creating Meaningful Curriculum for the Secondary Social Studies Classroom. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10855

12. Jordan, April D. The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World.

Degree: EdD Doctor of Education, Curriculum and Social Inquiry, 2015, National-Louis University

  As social justice issues become known, one may be moved to act in the hopes of alleviating the conditions that burden marginalized and oppressed… (more)

Subjects/Keywords: Transformation; social action; social change; educators; culture; world; Curriculum and Social Inquiry; Education

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APA (6th Edition):

Jordan, A. D. (2015). The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/131

Chicago Manual of Style (16th Edition):

Jordan, April D. “The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World.” 2015. Doctoral Dissertation, National-Louis University. Accessed February 19, 2018. http://digitalcommons.nl.edu/diss/131.

MLA Handbook (7th Edition):

Jordan, April D. “The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World.” 2015. Web. 19 Feb 2018.

Vancouver:

Jordan AD. The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World. [Internet] [Doctoral dissertation]. National-Louis University; 2015. [cited 2018 Feb 19]. Available from: http://digitalcommons.nl.edu/diss/131.

Council of Science Editors:

Jordan AD. The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World. [Doctoral Dissertation]. National-Louis University; 2015. Available from: http://digitalcommons.nl.edu/diss/131

13. Reiff, Paul. Refreshment for the Soul: A Phenomenological Study of the Student Experience of Beauty in School.

Degree: EdD Doctor of Education, Curriculum and Social Inquiry, 2016, National-Louis University

  Prompted by the ratio-scientific emphasis in the curriculum, I conducted this study to explore the lifeworlds of students to understand their lived experience of… (more)

Subjects/Keywords: aesthetics; phenomenology; education; curriculum; hermeneutic; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Methods; Epistemology; Secondary Education

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APA (6th Edition):

Reiff, P. (2016). Refreshment for the Soul: A Phenomenological Study of the Student Experience of Beauty in School. (Doctoral Dissertation). National-Louis University. Retrieved from http://digitalcommons.nl.edu/diss/226

Chicago Manual of Style (16th Edition):

Reiff, Paul. “Refreshment for the Soul: A Phenomenological Study of the Student Experience of Beauty in School.” 2016. Doctoral Dissertation, National-Louis University. Accessed February 19, 2018. http://digitalcommons.nl.edu/diss/226.

MLA Handbook (7th Edition):

Reiff, Paul. “Refreshment for the Soul: A Phenomenological Study of the Student Experience of Beauty in School.” 2016. Web. 19 Feb 2018.

Vancouver:

Reiff P. Refreshment for the Soul: A Phenomenological Study of the Student Experience of Beauty in School. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2018 Feb 19]. Available from: http://digitalcommons.nl.edu/diss/226.

Council of Science Editors:

Reiff P. Refreshment for the Soul: A Phenomenological Study of the Student Experience of Beauty in School. [Doctoral Dissertation]. National-Louis University; 2016. Available from: http://digitalcommons.nl.edu/diss/226


Seton Hall University

14. McCahill, Kevin R. A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation.

Degree: Executive EdD in Education Leadership Management and Policy, Education Leadership, Management and Policy, 2015, Seton Hall University

  This study examined the predictive accuracy of family and community demographic variables found in the U.S. Census data on the percentage of students at… (more)

Subjects/Keywords: Educational Leadership; Assessment; Policy; Evaluation; Curriculum; Teaching; Curriculum and Instruction; Curriculum and Social Inquiry; Other Educational Administration and Supervision

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APA (6th Edition):

McCahill, K. R. (2015). A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2088

Chicago Manual of Style (16th Edition):

McCahill, Kevin R. “A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation.” 2015. Doctoral Dissertation, Seton Hall University. Accessed February 19, 2018. http://scholarship.shu.edu/dissertations/2088.

MLA Handbook (7th Edition):

McCahill, Kevin R. “A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation.” 2015. Web. 19 Feb 2018.

Vancouver:

McCahill KR. A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation. [Internet] [Doctoral dissertation]. Seton Hall University; 2015. [cited 2018 Feb 19]. Available from: http://scholarship.shu.edu/dissertations/2088.

Council of Science Editors:

McCahill KR. A Family and Community Variable Prediction Model for NJ ASK Mathematics Sixth and Seventh Grade Assessments Results: The Impact on School Evaluation. [Doctoral Dissertation]. Seton Hall University; 2015. Available from: http://scholarship.shu.edu/dissertations/2088


University of Nevada – Las Vegas

15. Salinas-Grandy, Cristina. An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios.

Degree: PhD, Teaching and Learning, 2016, University of Nevada – Las Vegas

  Preparing the next generation of teachers to prepare students for the 21st Century is a challenging endeavor. Teacher candidates need to possess critical thinking… (more)

Subjects/Keywords: Curriculum; Ecosystem; Elementary Education; ePortfolio; Reflection; Teacher Candidates; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Methods; Instructional Media Design

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APA (6th Edition):

Salinas-Grandy, C. (2016). An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from http://digitalscholarship.unlv.edu/thesesdissertations/2899

Chicago Manual of Style (16th Edition):

Salinas-Grandy, Cristina. “An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios.” 2016. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed February 19, 2018. http://digitalscholarship.unlv.edu/thesesdissertations/2899.

MLA Handbook (7th Edition):

Salinas-Grandy, Cristina. “An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios.” 2016. Web. 19 Feb 2018.

Vancouver:

Salinas-Grandy C. An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2018 Feb 19]. Available from: http://digitalscholarship.unlv.edu/thesesdissertations/2899.

Council of Science Editors:

Salinas-Grandy C. An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2016. Available from: http://digitalscholarship.unlv.edu/thesesdissertations/2899


Edith Cowan University

16. Monteath, Andrea. Philosophy for teenagers: Finding new relevence in old concepts.

Degree: 2011, Edith Cowan University

 In 2008, the Curriculum Council of Western Australia launched a formal curriculum of philosophy and ethics education for upper secondary students. This thesis is a… (more)

Subjects/Keywords: Philosophy; ethics; community of inquiry; critical thinking; teenagers; young adults; formal reasoning; Curriculum and Social Inquiry; Philosophy

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APA (6th Edition):

Monteath, A. (2011). Philosophy for teenagers: Finding new relevence in old concepts. (Thesis). Edith Cowan University. Retrieved from http://ro.ecu.edu.au/theses/442

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):

Monteath, Andrea. “Philosophy for teenagers: Finding new relevence in old concepts.” 2011. Thesis, Edith Cowan University. Accessed February 19, 2018. http://ro.ecu.edu.au/theses/442.

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

MLA Handbook (7th Edition):

Monteath, Andrea. “Philosophy for teenagers: Finding new relevence in old concepts.” 2011. Web. 19 Feb 2018.

Vancouver:

Monteath A. Philosophy for teenagers: Finding new relevence in old concepts. [Internet] [Thesis]. Edith Cowan University; 2011. [cited 2018 Feb 19]. Available from: http://ro.ecu.edu.au/theses/442.

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

Council of Science Editors:

Monteath A. Philosophy for teenagers: Finding new relevence in old concepts. [Thesis]. Edith Cowan University; 2011. Available from: http://ro.ecu.edu.au/theses/442

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

17. Monroe, Alex Kornelius. AWARE: Analyzing the Impact of an Anti-Human Trafficking Advocacy Curriculum using Sixth Grade Students in Colorado.

Degree: MA, Josef Korbel School of International Studies, 2011, U of Denver

  Human trafficking is an international problem that penetrates every society on the globe. Trafficking in children for the purposes of commercial sexual exploitation, forced… (more)

Subjects/Keywords: Anti-Trafficking Advocacy; Anti-Trafficking Curriculum; Awareness; Education; Human Trafficking; Social Justice Curricula; Curriculum and Social Inquiry; International Relations

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APA (6th Edition):

Monroe, A. K. (2011). AWARE: Analyzing the Impact of an Anti-Human Trafficking Advocacy Curriculum using Sixth Grade Students in Colorado. (Thesis). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/880

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):

Monroe, Alex Kornelius. “AWARE: Analyzing the Impact of an Anti-Human Trafficking Advocacy Curriculum using Sixth Grade Students in Colorado.” 2011. Thesis, U of Denver. Accessed February 19, 2018. https://digitalcommons.du.edu/etd/880.

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

MLA Handbook (7th Edition):

Monroe, Alex Kornelius. “AWARE: Analyzing the Impact of an Anti-Human Trafficking Advocacy Curriculum using Sixth Grade Students in Colorado.” 2011. Web. 19 Feb 2018.

Vancouver:

Monroe AK. AWARE: Analyzing the Impact of an Anti-Human Trafficking Advocacy Curriculum using Sixth Grade Students in Colorado. [Internet] [Thesis]. U of Denver; 2011. [cited 2018 Feb 19]. Available from: https://digitalcommons.du.edu/etd/880.

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

Council of Science Editors:

Monroe AK. AWARE: Analyzing the Impact of an Anti-Human Trafficking Advocacy Curriculum using Sixth Grade Students in Colorado. [Thesis]. U of Denver; 2011. Available from: https://digitalcommons.du.edu/etd/880

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

18. Branch, John Allen. Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice.

Degree: EdD, Secondary Education and Educational Leadership, 2017, Stephen F. Austin State University

  This inquiry focused on the lived experiences of Montessori teachers in implementing Montessori’s Cosmic Education as a tool for social justice in their classrooms… (more)

Subjects/Keywords: Montessori; pedagogy of place; cosmic education; phenomenology; post-intentional phenomenology; social justice; Curriculum and Instruction; Curriculum and Social Inquiry

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APA (6th Edition):

Branch, J. A. (2017). Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice. (Doctoral Dissertation). Stephen F. Austin State University. Retrieved from http://scholarworks.sfasu.edu/etds/70

Chicago Manual of Style (16th Edition):

Branch, John Allen. “Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice.” 2017. Doctoral Dissertation, Stephen F. Austin State University. Accessed February 19, 2018. http://scholarworks.sfasu.edu/etds/70.

MLA Handbook (7th Edition):

Branch, John Allen. “Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice.” 2017. Web. 19 Feb 2018.

Vancouver:

Branch JA. Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice. [Internet] [Doctoral dissertation]. Stephen F. Austin State University; 2017. [cited 2018 Feb 19]. Available from: http://scholarworks.sfasu.edu/etds/70.

Council of Science Editors:

Branch JA. Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice. [Doctoral Dissertation]. Stephen F. Austin State University; 2017. Available from: http://scholarworks.sfasu.edu/etds/70

19. Valdiviezo, Luis Martin. Afro-Peruvian Perspectives and Critiques of Intercultural Education Policy.

Degree: PhD, Education (also CAGS), 2012, U of Massachusetts : PhD

  Based on intercultural education, socio-cultural analysis, and decolonization and critical pedagogy perspectives, this dissertation explores contradictions in Peruvian intercultural education policy and examines the… (more)

Subjects/Keywords: Curriculum and Social Inquiry; Education

…college. In general, all my years of formal education portrayed a country with a social reality… …collective rights. I am also familiar with how this lack of social and institutional recognition… …as a doctoral student at the University of Massachusetts, Amherst, in Social Justice… …labor unions, social movements and political parties. In Chapter 4, I discuss African and Afro… …focuses on their discussions about cross-cultural issues such as cultural colonialism, social… 

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

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APA (6th Edition):

Valdiviezo, L. M. (2012). Afro-Peruvian Perspectives and Critiques of Intercultural Education Policy. (Doctoral Dissertation). U of Massachusetts : PhD. Retrieved from http://scholarworks.umass.edu/open_access_dissertations/602

Chicago Manual of Style (16th Edition):

Valdiviezo, Luis Martin. “Afro-Peruvian Perspectives and Critiques of Intercultural Education Policy.” 2012. Doctoral Dissertation, U of Massachusetts : PhD. Accessed February 19, 2018. http://scholarworks.umass.edu/open_access_dissertations/602.

MLA Handbook (7th Edition):

Valdiviezo, Luis Martin. “Afro-Peruvian Perspectives and Critiques of Intercultural Education Policy.” 2012. Web. 19 Feb 2018.

Vancouver:

Valdiviezo LM. Afro-Peruvian Perspectives and Critiques of Intercultural Education Policy. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2012. [cited 2018 Feb 19]. Available from: http://scholarworks.umass.edu/open_access_dissertations/602.

Council of Science Editors:

Valdiviezo LM. Afro-Peruvian Perspectives and Critiques of Intercultural Education Policy. [Doctoral Dissertation]. U of Massachusetts : PhD; 2012. Available from: http://scholarworks.umass.edu/open_access_dissertations/602


University of Minnesota

20. Dembouski, Lisa. Telling our stories: What my urban, multiply-challenged deaf and hard of hearing students taught me about ability, schooling, and learning to teach.

Degree: PhD, Education, Curriculum and Instruction, 2010, University of Minnesota

 This study is a critical narrative inquiry. The participants are my former pupils: graduates of an urban secondary program for multiply-challenged deaf and hard of… (more)

Subjects/Keywords: Deaf/Hard of Hearing; Multiple Challenges; Narrative Inquiry; Social Justice Pedagogies; Education, Curriculum and Instruction

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APA (6th Edition):

Dembouski, L. (2010). Telling our stories: What my urban, multiply-challenged deaf and hard of hearing students taught me about ability, schooling, and learning to teach. (Doctoral Dissertation). University of Minnesota. Retrieved from http://purl.umn.edu/99608

Chicago Manual of Style (16th Edition):

Dembouski, Lisa. “Telling our stories: What my urban, multiply-challenged deaf and hard of hearing students taught me about ability, schooling, and learning to teach.” 2010. Doctoral Dissertation, University of Minnesota. Accessed February 19, 2018. http://purl.umn.edu/99608.

MLA Handbook (7th Edition):

Dembouski, Lisa. “Telling our stories: What my urban, multiply-challenged deaf and hard of hearing students taught me about ability, schooling, and learning to teach.” 2010. Web. 19 Feb 2018.

Vancouver:

Dembouski L. Telling our stories: What my urban, multiply-challenged deaf and hard of hearing students taught me about ability, schooling, and learning to teach. [Internet] [Doctoral dissertation]. University of Minnesota; 2010. [cited 2018 Feb 19]. Available from: http://purl.umn.edu/99608.

Council of Science Editors:

Dembouski L. Telling our stories: What my urban, multiply-challenged deaf and hard of hearing students taught me about ability, schooling, and learning to teach. [Doctoral Dissertation]. University of Minnesota; 2010. Available from: http://purl.umn.edu/99608


University of Colorado

21. Reed, Aubrie Yvonne. A Study of School Group Social Interaction at the History Colorado Center.

Degree: MS, Museum and Field Studies, 2015, University of Colorado

  This paper presents the results of an observational study focused on the social interactions occurring in school groups participating in the Colorado Time Travelers… (more)

Subjects/Keywords: constructivism; education; learning theories; museum; socio-cultural; Curriculum and Social Inquiry; Museum Studies

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APA (6th Edition):

Reed, A. Y. (2015). A Study of School Group Social Interaction at the History Colorado Center. (Masters Thesis). University of Colorado. Retrieved from http://scholar.colorado.edu/cumuse_gradetds/12

Chicago Manual of Style (16th Edition):

Reed, Aubrie Yvonne. “A Study of School Group Social Interaction at the History Colorado Center.” 2015. Masters Thesis, University of Colorado. Accessed February 19, 2018. http://scholar.colorado.edu/cumuse_gradetds/12.

MLA Handbook (7th Edition):

Reed, Aubrie Yvonne. “A Study of School Group Social Interaction at the History Colorado Center.” 2015. Web. 19 Feb 2018.

Vancouver:

Reed AY. A Study of School Group Social Interaction at the History Colorado Center. [Internet] [Masters thesis]. University of Colorado; 2015. [cited 2018 Feb 19]. Available from: http://scholar.colorado.edu/cumuse_gradetds/12.

Council of Science Editors:

Reed AY. A Study of School Group Social Interaction at the History Colorado Center. [Masters Thesis]. University of Colorado; 2015. Available from: http://scholar.colorado.edu/cumuse_gradetds/12


University of Michigan

22. Forbes, Cory T. Preservice Elementary Teachers' Development of Pedagogical Design Capacity for Inquiry - An Activity-Theoretical Perspective.

Degree: PhD, Education, 2009, University of Michigan

 Preservice elementary teachers need to begin developing their pedagogical design capacities for inquiry by learning how to translate their conceptions of inquiry into classroom practice… (more)

Subjects/Keywords: Elementary Science; Curriculum Materials; Activity Theory; Pedagogical Design Capacity; Teacher Education; Inquiry; Education; Social Sciences

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APA (6th Edition):

Forbes, C. T. (2009). Preservice Elementary Teachers' Development of Pedagogical Design Capacity for Inquiry - An Activity-Theoretical Perspective. (Doctoral Dissertation). University of Michigan. Retrieved from http://hdl.handle.net/2027.42/63882

Chicago Manual of Style (16th Edition):

Forbes, Cory T. “Preservice Elementary Teachers' Development of Pedagogical Design Capacity for Inquiry - An Activity-Theoretical Perspective.” 2009. Doctoral Dissertation, University of Michigan. Accessed February 19, 2018. http://hdl.handle.net/2027.42/63882.

MLA Handbook (7th Edition):

Forbes, Cory T. “Preservice Elementary Teachers' Development of Pedagogical Design Capacity for Inquiry - An Activity-Theoretical Perspective.” 2009. Web. 19 Feb 2018.

Vancouver:

Forbes CT. Preservice Elementary Teachers' Development of Pedagogical Design Capacity for Inquiry - An Activity-Theoretical Perspective. [Internet] [Doctoral dissertation]. University of Michigan; 2009. [cited 2018 Feb 19]. Available from: http://hdl.handle.net/2027.42/63882.

Council of Science Editors:

Forbes CT. Preservice Elementary Teachers' Development of Pedagogical Design Capacity for Inquiry - An Activity-Theoretical Perspective. [Doctoral Dissertation]. University of Michigan; 2009. Available from: http://hdl.handle.net/2027.42/63882


Boise State University

23. Downs, Janet L. Assessing the Value of a High School Mentoring Program.

Degree: 2011, Boise State University

 School-based mentoring programs have recently emerged as a potential method to improve pro-social behavior, academic success, resiliency, a sense of school connectedness, and reduce at-risk… (more)

Subjects/Keywords: Mentoring; School-Based; Cross-Age Peer; High School; Curriculum and Social Inquiry

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APA (6th Edition):

Downs, J. L. (2011). Assessing the Value of a High School Mentoring Program. (Thesis). Boise State University. Retrieved from http://scholarworks.boisestate.edu/td/191

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):

Downs, Janet L. “Assessing the Value of a High School Mentoring Program.” 2011. Thesis, Boise State University. Accessed February 19, 2018. http://scholarworks.boisestate.edu/td/191.

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

MLA Handbook (7th Edition):

Downs, Janet L. “Assessing the Value of a High School Mentoring Program.” 2011. Web. 19 Feb 2018.

Vancouver:

Downs JL. Assessing the Value of a High School Mentoring Program. [Internet] [Thesis]. Boise State University; 2011. [cited 2018 Feb 19]. Available from: http://scholarworks.boisestate.edu/td/191.

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

Council of Science Editors:

Downs JL. Assessing the Value of a High School Mentoring Program. [Thesis]. Boise State University; 2011. Available from: http://scholarworks.boisestate.edu/td/191

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


Liberty University

24. Singleton, Sondra. The Effects of Microblogging on Middle School Students' Engagement and Critical Thinking.

Degree: 2016, Liberty University

 The purpose of this study was to examine the effect of microblogging as an authentic real-world technology in a middle school classroom in response to… (more)

Subjects/Keywords: Critical Thinking; Engagement; Microblogging; Middle School; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Psychology; Other Education

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

APA (6th Edition):

Singleton, S. (2016). The Effects of Microblogging on Middle School Students' Engagement and Critical Thinking. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1178

Chicago Manual of Style (16th Edition):

Singleton, Sondra. “The Effects of Microblogging on Middle School Students' Engagement and Critical Thinking.” 2016. Doctoral Dissertation, Liberty University. Accessed February 19, 2018. http://digitalcommons.liberty.edu/doctoral/1178.

MLA Handbook (7th Edition):

Singleton, Sondra. “The Effects of Microblogging on Middle School Students' Engagement and Critical Thinking.” 2016. Web. 19 Feb 2018.

Vancouver:

Singleton S. The Effects of Microblogging on Middle School Students' Engagement and Critical Thinking. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2018 Feb 19]. Available from: http://digitalcommons.liberty.edu/doctoral/1178.

Council of Science Editors:

Singleton S. The Effects of Microblogging on Middle School Students' Engagement and Critical Thinking. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1178


University of Arkansas

25. Al-Kandari, Khaled A. Teachers' Perceptions Toward the Secondary Physical Education Program in the State of Kuwait.

Degree: PhD, 2011, University of Arkansas

  The purpose of this research was to determine the perceptions of physical education teachers and supervisors toward the secondary physical education program in eight… (more)

Subjects/Keywords: Education; Kuwait; Physical education; Curriculum and Instruction; Curriculum and Social Inquiry; Health and Physical Education; Secondary Education and Teaching

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APA (6th Edition):

Al-Kandari, K. A. (2011). Teachers' Perceptions Toward the Secondary Physical Education Program in the State of Kuwait. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/141

Chicago Manual of Style (16th Edition):

Al-Kandari, Khaled A. “Teachers' Perceptions Toward the Secondary Physical Education Program in the State of Kuwait.” 2011. Doctoral Dissertation, University of Arkansas. Accessed February 19, 2018. http://scholarworks.uark.edu/etd/141.

MLA Handbook (7th Edition):

Al-Kandari, Khaled A. “Teachers' Perceptions Toward the Secondary Physical Education Program in the State of Kuwait.” 2011. Web. 19 Feb 2018.

Vancouver:

Al-Kandari KA. Teachers' Perceptions Toward the Secondary Physical Education Program in the State of Kuwait. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2018 Feb 19]. Available from: http://scholarworks.uark.edu/etd/141.

Council of Science Editors:

Al-Kandari KA. Teachers' Perceptions Toward the Secondary Physical Education Program in the State of Kuwait. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: http://scholarworks.uark.edu/etd/141

26. Jackson, KaShawndros. The Function of Afrocentric Curricula in Higher Education: A Case Study of Selected HBCU Institutions.

Degree: DAH, African American Studies, Africana Women's Studies, and History, 2017, Clark University Atlanta

  This study examines the role of Afrocentric curricula in higher education. Using four HBCU institutions (Dillard University, Hampton University, Howard University, and Spelman College)… (more)

Subjects/Keywords: African Americans; Higher Education; Black Studies; Curriculum Development; African American Studies; Curriculum and Social Inquiry; Ethnic Studies; Humane Education

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APA (6th Edition):

Jackson, K. (2017). The Function of Afrocentric Curricula in Higher Education: A Case Study of Selected HBCU Institutions. (Thesis). Clark University Atlanta. Retrieved from http://digitalcommons.auctr.edu/cauetds/103

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):

Jackson, KaShawndros. “The Function of Afrocentric Curricula in Higher Education: A Case Study of Selected HBCU Institutions.” 2017. Thesis, Clark University Atlanta. Accessed February 19, 2018. http://digitalcommons.auctr.edu/cauetds/103.

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

MLA Handbook (7th Edition):

Jackson, KaShawndros. “The Function of Afrocentric Curricula in Higher Education: A Case Study of Selected HBCU Institutions.” 2017. Web. 19 Feb 2018.

Vancouver:

Jackson K. The Function of Afrocentric Curricula in Higher Education: A Case Study of Selected HBCU Institutions. [Internet] [Thesis]. Clark University Atlanta; 2017. [cited 2018 Feb 19]. Available from: http://digitalcommons.auctr.edu/cauetds/103.

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

Council of Science Editors:

Jackson K. The Function of Afrocentric Curricula in Higher Education: A Case Study of Selected HBCU Institutions. [Thesis]. Clark University Atlanta; 2017. Available from: http://digitalcommons.auctr.edu/cauetds/103

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


Cal Poly

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

Degree: MS, 2012, Cal Poly

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Davidson, Alix E. “Investigating the Instructor's Role in New Student Sense of Classroom Community.” 2012. Masters Thesis, Cal Poly. Accessed February 19, 2018. http://digitalcommons.calpoly.edu/theses/750 ; 10.15368/theses.2012.71.

MLA Handbook (7th Edition):

Davidson, Alix E. “Investigating the Instructor's Role in New Student Sense of Classroom Community.” 2012. Web. 19 Feb 2018.

Vancouver:

Davidson AE. Investigating the Instructor's Role in New Student Sense of Classroom Community. [Internet] [Masters thesis]. Cal Poly; 2012. [cited 2018 Feb 19]. Available from: http://digitalcommons.calpoly.edu/theses/750 ; 10.15368/theses.2012.71.

Council of Science Editors:

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


Marshall University

28. Booten, Ashley Elizabeth. Effects of Animal-Assisted Therapy on Behavior and Reading in the Classroom.

Degree: 2011, Marshall University

 Research has shown that the presence of a therapy dog in the classroom should elicit a calming effect, reduce stress, and promote positive interactions among… (more)

Subjects/Keywords: Animal Assisted Therapy; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Booten, A. E. (2011). Effects of Animal-Assisted Therapy on Behavior and Reading in the Classroom. (Thesis). Marshall University. Retrieved from http://mds.marshall.edu/etd/22

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):

Booten, Ashley Elizabeth. “Effects of Animal-Assisted Therapy on Behavior and Reading in the Classroom.” 2011. Thesis, Marshall University. Accessed February 19, 2018. http://mds.marshall.edu/etd/22.

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

MLA Handbook (7th Edition):

Booten, Ashley Elizabeth. “Effects of Animal-Assisted Therapy on Behavior and Reading in the Classroom.” 2011. Web. 19 Feb 2018.

Vancouver:

Booten AE. Effects of Animal-Assisted Therapy on Behavior and Reading in the Classroom. [Internet] [Thesis]. Marshall University; 2011. [cited 2018 Feb 19]. Available from: http://mds.marshall.edu/etd/22.

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

Council of Science Editors:

Booten AE. Effects of Animal-Assisted Therapy on Behavior and Reading in the Classroom. [Thesis]. Marshall University; 2011. Available from: http://mds.marshall.edu/etd/22

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


Liberty University

29. Quast, Julie. A Phenomenology of Sixth Grade Students’ Perspectives on Their Experience Using a Rubric for Criterion-Referenced Assessment.

Degree: 2016, Liberty University

 The purpose of this phenomenological study was to examine sixth grade literacy students’ perspectives of rubric-referenced assessment at an inner-city school in central Arkansas. The… (more)

Subjects/Keywords: Assessment; Perceptions; Rubric; Self-Efficacy; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; Educational Psychology; Other Education

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

APA (6th Edition):

Quast, J. (2016). A Phenomenology of Sixth Grade Students’ Perspectives on Their Experience Using a Rubric for Criterion-Referenced Assessment. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1289

Chicago Manual of Style (16th Edition):

Quast, Julie. “A Phenomenology of Sixth Grade Students’ Perspectives on Their Experience Using a Rubric for Criterion-Referenced Assessment.” 2016. Doctoral Dissertation, Liberty University. Accessed February 19, 2018. http://digitalcommons.liberty.edu/doctoral/1289.

MLA Handbook (7th Edition):

Quast, Julie. “A Phenomenology of Sixth Grade Students’ Perspectives on Their Experience Using a Rubric for Criterion-Referenced Assessment.” 2016. Web. 19 Feb 2018.

Vancouver:

Quast J. A Phenomenology of Sixth Grade Students’ Perspectives on Their Experience Using a Rubric for Criterion-Referenced Assessment. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2018 Feb 19]. Available from: http://digitalcommons.liberty.edu/doctoral/1289.

Council of Science Editors:

Quast J. A Phenomenology of Sixth Grade Students’ Perspectives on Their Experience Using a Rubric for Criterion-Referenced Assessment. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1289


University of New Mexico

30. Hulse, Erin K, PhD. Experiences of Adolescents and Drama: "This is bullsh*t. I can't do it".

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

  The purpose of this practitioner action research (PAR) study was to explore experiences of middle school students enrolled in a basic drama class, creating… (more)

Subjects/Keywords: Adolescents; drama; experiences; critical literacy; issues; Curriculum and Instruction; Curriculum and Social Inquiry; Language and Literacy Education; Theatre and Performance Studies

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

APA (6th Edition):

Hulse, Erin K, P. (2017). Experiences of Adolescents and Drama: "This is bullsh*t. I can't do it". (Doctoral Dissertation). University of New Mexico. Retrieved from http://digitalrepository.unm.edu/educ_llss_etds/77

Chicago Manual of Style (16th Edition):

Hulse, Erin K, PhD. “Experiences of Adolescents and Drama: "This is bullsh*t. I can't do it".” 2017. Doctoral Dissertation, University of New Mexico. Accessed February 19, 2018. http://digitalrepository.unm.edu/educ_llss_etds/77.

MLA Handbook (7th Edition):

Hulse, Erin K, PhD. “Experiences of Adolescents and Drama: "This is bullsh*t. I can't do it".” 2017. Web. 19 Feb 2018.

Vancouver:

Hulse, Erin K P. Experiences of Adolescents and Drama: "This is bullsh*t. I can't do it". [Internet] [Doctoral dissertation]. University of New Mexico; 2017. [cited 2018 Feb 19]. Available from: http://digitalrepository.unm.edu/educ_llss_etds/77.

Council of Science Editors:

Hulse, Erin K P. Experiences of Adolescents and Drama: "This is bullsh*t. I can't do it". [Doctoral Dissertation]. University of New Mexico; 2017. Available from: http://digitalrepository.unm.edu/educ_llss_etds/77

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