Advanced search options

Advanced Search Options 🞨

Browse by author name (“Author name starts with…”).

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Curriculum AND Social Inquiry). Showing records 1 – 30 of 1050 total matches.

[1] [2] [3] [4] [5] … [35]

Search Limiters

Last 2 Years | English Only

Levels

Languages

Country

▼ Search Limiters

1. Kesterson, Kayla Diane. The Relationships between `Push' and `Pull' Factors of Millennial Generation Tourists to Heritage Tourism Destinations: Antebellum and Civil War Sites in the State of Arkansas.

Degree: MS, 2013, University of Arkansas

  This study investigated `push' and `pull' motivational factors which influence Millennial Generation tourists' decisions to visit heritage tourism destinations and their knowledge of Civil… (more)

Subjects/Keywords: Curriculum and Social Inquiry; Tourism

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kesterson, K. D. (2013). The Relationships between `Push' and `Pull' Factors of Millennial Generation Tourists to Heritage Tourism Destinations: Antebellum and Civil War Sites in the State of Arkansas. (Thesis). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/983

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):

Kesterson, Kayla Diane. “The Relationships between `Push' and `Pull' Factors of Millennial Generation Tourists to Heritage Tourism Destinations: Antebellum and Civil War Sites in the State of Arkansas.” 2013. Thesis, University of Arkansas. Accessed September 22, 2017. http://scholarworks.uark.edu/etd/983.

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

MLA Handbook (7th Edition):

Kesterson, Kayla Diane. “The Relationships between `Push' and `Pull' Factors of Millennial Generation Tourists to Heritage Tourism Destinations: Antebellum and Civil War Sites in the State of Arkansas.” 2013. Web. 22 Sep 2017.

Vancouver:

Kesterson KD. The Relationships between `Push' and `Pull' Factors of Millennial Generation Tourists to Heritage Tourism Destinations: Antebellum and Civil War Sites in the State of Arkansas. [Internet] [Thesis]. University of Arkansas; 2013. [cited 2017 Sep 22]. Available from: http://scholarworks.uark.edu/etd/983.

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

Council of Science Editors:

Kesterson KD. The Relationships between `Push' and `Pull' Factors of Millennial Generation Tourists to Heritage Tourism Destinations: Antebellum and Civil War Sites in the State of Arkansas. [Thesis]. University of Arkansas; 2013. Available from: http://scholarworks.uark.edu/etd/983

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


University of Maine

2. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jordan, G. (2011). How Service-Learning Can Counter Cultural Narcissism. (Masters Thesis). University of Maine. Retrieved from http://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 September 22, 2017. http://digitalcommons.library.umaine.edu/etd/476.

MLA Handbook (7th Edition):

Jordan, Gretchen. “How Service-Learning Can Counter Cultural Narcissism.” 2011. Web. 22 Sep 2017.

Vancouver:

Jordan G. How Service-Learning Can Counter Cultural Narcissism. [Internet] [Masters thesis]. University of Maine; 2011. [cited 2017 Sep 22]. Available from: http://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: http://digitalcommons.library.umaine.edu/etd/476


Georgia Southern University

3. Cook, John P. The Posthuman Curriculum and the Teacher.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2016, Georgia Southern University

  The intent of this document is to explore education through a posthumanist lens. More specifically, elements of posthumanism will be used to better understand… (more)

Subjects/Keywords: curriculum; education; posthuman; posthumanism; media; technology; Curriculum and Social Inquiry

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Cook, J. P. (2016). The Posthuman Curriculum and the Teacher. (Doctoral Dissertation). Georgia Southern University. Retrieved from http://digitalcommons.georgiasouthern.edu/etd/1430

Chicago Manual of Style (16th Edition):

Cook, John P. “The Posthuman Curriculum and the Teacher.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed September 22, 2017. http://digitalcommons.georgiasouthern.edu/etd/1430.

MLA Handbook (7th Edition):

Cook, John P. “The Posthuman Curriculum and the Teacher.” 2016. Web. 22 Sep 2017.

Vancouver:

Cook JP. The Posthuman Curriculum and the Teacher. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2017 Sep 22]. Available from: http://digitalcommons.georgiasouthern.edu/etd/1430.

Council of Science Editors:

Cook JP. The Posthuman Curriculum and the Teacher. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: http://digitalcommons.georgiasouthern.edu/etd/1430


California State University – San Bernardino

4. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. 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. 22 Sep 2017.

Vancouver:

Gray DR. THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY. [Internet] [Thesis]. California State University – San Bernardino; 2016. [cited 2017 Sep 22]. 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


Boise State University

5. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. 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. 22 Sep 2017.

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 2017 Sep 22]. 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


Kennesaw State University

6. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. 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. 22 Sep 2017.

Vancouver:

Grazer JM. A Tempest in the Halls: Intersections of Social Justice, Student Collaboration, and Devised Theatre. [Internet] [Thesis]. Kennesaw State University; 2012. [cited 2017 Sep 22]. 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


Georgia Southern University

7. McCullough, Dana Compton. A Conspiracy to Resurrect Life and Social Justice in Science Curriculum with Henrietta Lacks: A Play.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2016, Georgia Southern University

  This dissertation is a theoretical inquiry into alternative pedagogies that challenge current standardized practices in the field of science education. Building upon a wide… (more)

Subjects/Keywords: Henrietta Lacks; play; science education; curriculum studies; science curriculum; social justice; Curriculum and Instruction; Curriculum and Social Inquiry; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

McCullough, D. C. (2016). A Conspiracy to Resurrect Life and Social Justice in Science Curriculum with Henrietta Lacks: A Play. (Doctoral Dissertation). Georgia Southern University. Retrieved from http://digitalcommons.georgiasouthern.edu/etd/1367

Chicago Manual of Style (16th Edition):

McCullough, Dana Compton. “A Conspiracy to Resurrect Life and Social Justice in Science Curriculum with Henrietta Lacks: A Play.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed September 22, 2017. http://digitalcommons.georgiasouthern.edu/etd/1367.

MLA Handbook (7th Edition):

McCullough, Dana Compton. “A Conspiracy to Resurrect Life and Social Justice in Science Curriculum with Henrietta Lacks: A Play.” 2016. Web. 22 Sep 2017.

Vancouver:

McCullough DC. A Conspiracy to Resurrect Life and Social Justice in Science Curriculum with Henrietta Lacks: A Play. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2017 Sep 22]. Available from: http://digitalcommons.georgiasouthern.edu/etd/1367.

Council of Science Editors:

McCullough DC. A Conspiracy to Resurrect Life and Social Justice in Science Curriculum with Henrietta Lacks: A Play. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: http://digitalcommons.georgiasouthern.edu/etd/1367


University of Western Ontario

8. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 http://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 September 22, 2017. http://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. 22 Sep 2017.

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 2017 Sep 22]. Available from: http://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: http://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


Edith Cowan University

9. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. 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. 22 Sep 2017.

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 2017 Sep 22]. 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

10. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. http://digitalcommons.nl.edu/diss/184.

MLA Handbook (7th Edition):

McElroy, Karyn. “Vagabond: Returning To Autoethnography As A Doctoral Nomad.” 2016. Web. 22 Sep 2017.

Vancouver:

McElroy K. Vagabond: Returning To Autoethnography As A Doctoral Nomad. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2017 Sep 22]. 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

11. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. 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. 22 Sep 2017.

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 2017 Sep 22]. 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


Georgia Southern University

12. Pieniaszek, Angela M. My Life is a Manifesto: From Rich, To Poor, To Teacher.

Degree: Doctor of Education in Curriculum Studies (EdD), Curriculum Studies (EdD), 2017, Georgia Southern University

  This inquiry travels through stages of my education and life in order to explore the following three questions: How do a teacher’s values and… (more)

Subjects/Keywords: Memoir; Autobiographical Research; Place; Class; Critical Theory; Curriculum and Social Inquiry

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Pieniaszek, A. M. (2017). My Life is a Manifesto: From Rich, To Poor, To Teacher. (Doctoral Dissertation). Georgia Southern University. Retrieved from http://digitalcommons.georgiasouthern.edu/etd/1609

Chicago Manual of Style (16th Edition):

Pieniaszek, Angela M. “My Life is a Manifesto: From Rich, To Poor, To Teacher.” 2017. Doctoral Dissertation, Georgia Southern University. Accessed September 22, 2017. http://digitalcommons.georgiasouthern.edu/etd/1609.

MLA Handbook (7th Edition):

Pieniaszek, Angela M. “My Life is a Manifesto: From Rich, To Poor, To Teacher.” 2017. Web. 22 Sep 2017.

Vancouver:

Pieniaszek AM. My Life is a Manifesto: From Rich, To Poor, To Teacher. [Internet] [Doctoral dissertation]. Georgia Southern University; 2017. [cited 2017 Sep 22]. Available from: http://digitalcommons.georgiasouthern.edu/etd/1609.

Council of Science Editors:

Pieniaszek AM. My Life is a Manifesto: From Rich, To Poor, To Teacher. [Doctoral Dissertation]. Georgia Southern University; 2017. Available from: http://digitalcommons.georgiasouthern.edu/etd/1609


University of Western Ontario

13. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 http://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 September 22, 2017. http://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. 22 Sep 2017.

Vancouver:

Jung BF. The Professional Master's Occupational Therapist: Developing an Emerging Professional Identity. [Internet] [Thesis]. University of Western Ontario; 2010. [cited 2017 Sep 22]. Available from: http://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: http://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

14. Hendrickson, Marian Elizabeth. Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement.

Degree: PhD, 2011, University of Arkansas

 This study used a mix-method approach to determine achievement gap in gender and ethnicity. Quantitative data was collected from the 2008-2009 Arkansas state Benchmark exam… (more)

Subjects/Keywords: Curriculum and Instruction; Curriculum and Social Inquiry; Junior High, Intermediate, Middle School Education and Teaching

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hendrickson, M. E. (2011). Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement. (Doctoral Dissertation). University of Arkansas. Retrieved from http://scholarworks.uark.edu/etd/72

Chicago Manual of Style (16th Edition):

Hendrickson, Marian Elizabeth. “Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement.” 2011. Doctoral Dissertation, University of Arkansas. Accessed September 22, 2017. http://scholarworks.uark.edu/etd/72.

MLA Handbook (7th Edition):

Hendrickson, Marian Elizabeth. “Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement.” 2011. Web. 22 Sep 2017.

Vancouver:

Hendrickson ME. Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement. [Internet] [Doctoral dissertation]. University of Arkansas; 2011. [cited 2017 Sep 22]. Available from: http://scholarworks.uark.edu/etd/72.

Council of Science Editors:

Hendrickson ME. Middle School Students' Perceptions of the Gender and Ethnic Gap in Achievement. [Doctoral Dissertation]. University of Arkansas; 2011. Available from: http://scholarworks.uark.edu/etd/72

15. 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 domains… (more)

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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. 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. 22 Sep 2017.

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 2017 Sep 22]. 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


University of Pennsylvania

16. Sharer, Donna Lynn. Representing "Underrepresented Students," Including Immigrant Students, in an Urban Advanced Placement U.S. Government Class: A Teacher's Inquiry on Challenges and Opportunities in Students' Academic Discourse.

Degree: 2015, University of Pennsylvania

 Since the passage of Public Law 107-110, the "No Child Left Behind Act (NCLB) (2002)," public schools have been encouraged to increase the number of… (more)

Subjects/Keywords: Bilingual, Multilingual, and Multicultural Education; Curriculum and Instruction; Curriculum and Social Inquiry

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Sharer, D. L. (2015). Representing "Underrepresented Students," Including Immigrant Students, in an Urban Advanced Placement U.S. Government Class: A Teacher's Inquiry on Challenges and Opportunities in Students' Academic Discourse. (Thesis). University of Pennsylvania. Retrieved from http://repository.upenn.edu/edissertations/2147

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):

Sharer, Donna Lynn. “Representing "Underrepresented Students," Including Immigrant Students, in an Urban Advanced Placement U.S. Government Class: A Teacher's Inquiry on Challenges and Opportunities in Students' Academic Discourse.” 2015. Thesis, University of Pennsylvania. Accessed September 22, 2017. http://repository.upenn.edu/edissertations/2147.

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

MLA Handbook (7th Edition):

Sharer, Donna Lynn. “Representing "Underrepresented Students," Including Immigrant Students, in an Urban Advanced Placement U.S. Government Class: A Teacher's Inquiry on Challenges and Opportunities in Students' Academic Discourse.” 2015. Web. 22 Sep 2017.

Vancouver:

Sharer DL. Representing "Underrepresented Students," Including Immigrant Students, in an Urban Advanced Placement U.S. Government Class: A Teacher's Inquiry on Challenges and Opportunities in Students' Academic Discourse. [Internet] [Thesis]. University of Pennsylvania; 2015. [cited 2017 Sep 22]. Available from: http://repository.upenn.edu/edissertations/2147.

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

Council of Science Editors:

Sharer DL. Representing "Underrepresented Students," Including Immigrant Students, in an Urban Advanced Placement U.S. Government Class: A Teacher's Inquiry on Challenges and Opportunities in Students' Academic Discourse. [Thesis]. University of Pennsylvania; 2015. Available from: http://repository.upenn.edu/edissertations/2147

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


Georgia Southern University

17. Kimble, Julie. Dystopian Identities: Exhuming the World of Zombies through the Camera's Eye: A Documentary.

Degree: Doctor of Education in Education Administration (EdD), Department of Leadership, Technology, and Human Development, 2016, Georgia Southern University

  This research seeks to understand how engagement in zombie media culture helps its participants to navigate their everyday fears, develop identity, and form meaningful… (more)

Subjects/Keywords: Pop Culture; Zombies; Affect Theory; Articulation; Posthumanism; Identity; Curriculum; Documentary.; Curriculum and Social Inquiry; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kimble, J. (2016). Dystopian Identities: Exhuming the World of Zombies through the Camera's Eye: A Documentary. (Doctoral Dissertation). Georgia Southern University. Retrieved from http://digitalcommons.georgiasouthern.edu/etd/1504

Chicago Manual of Style (16th Edition):

Kimble, Julie. “Dystopian Identities: Exhuming the World of Zombies through the Camera's Eye: A Documentary.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed September 22, 2017. http://digitalcommons.georgiasouthern.edu/etd/1504.

MLA Handbook (7th Edition):

Kimble, Julie. “Dystopian Identities: Exhuming the World of Zombies through the Camera's Eye: A Documentary.” 2016. Web. 22 Sep 2017.

Vancouver:

Kimble J. Dystopian Identities: Exhuming the World of Zombies through the Camera's Eye: A Documentary. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2017 Sep 22]. Available from: http://digitalcommons.georgiasouthern.edu/etd/1504.

Council of Science Editors:

Kimble J. Dystopian Identities: Exhuming the World of Zombies through the Camera's Eye: A Documentary. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: http://digitalcommons.georgiasouthern.edu/etd/1504


University of New Mexico

18. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. 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. 22 Sep 2017.

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 2017 Sep 22]. 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

19. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

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

Jordan, April D. “The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World.” 2015. Thesis, National-Louis University. Accessed September 22, 2017. http://digitalcommons.nl.edu/diss/131.

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

MLA Handbook (7th Edition):

Jordan, April D. “The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World.” 2015. Web. 22 Sep 2017.

Vancouver:

Jordan AD. The Transformative Experiences of Female Educators as a Catalyst for Social Change in the World. [Internet] [Thesis]. National-Louis University; 2015. [cited 2017 Sep 22]. Available from: http://digitalcommons.nl.edu/diss/131.

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

Council of Science Editors:

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

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


Seton Hall University

20. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. 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. 22 Sep 2017.

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 2017 Sep 22]. 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

21. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. http://digitalscholarship.unlv.edu/thesesdissertations/2899.

MLA Handbook (7th Edition):

Salinas-Grandy, Cristina. “An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios.” 2016. Web. 22 Sep 2017.

Vancouver:

Salinas-Grandy C. An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2017 Sep 22]. 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

22. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. 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. 22 Sep 2017.

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 2017 Sep 22]. 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


Edith Cowan University

23. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. 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. 22 Sep 2017.

Vancouver:

Monteath A. Philosophy for teenagers: Finding new relevence in old concepts. [Internet] [Thesis]. Edith Cowan University; 2011. [cited 2017 Sep 22]. 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


Georgia Southern University

24. Williams, Michael. Becoming OpianChocTaliRican: A Black Man in a Multiracial World.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2016, Georgia Southern University

  This inquiry explores my journey of understanding my multiracial identity. Being multiracial by heritage, but identified and labeled Black socially and governmentally, contradicts my… (more)

Subjects/Keywords: Multiracial; Multiethnic; Multi-race Bi-racial; Mixed Race; Identity Theory; Narrative Inquiry; Memoir; Fiction; Poetry; Curriculum and Social Inquiry; Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Williams, M. (2016). Becoming OpianChocTaliRican: A Black Man in a Multiracial World. (Doctoral Dissertation). Georgia Southern University. Retrieved from http://digitalcommons.georgiasouthern.edu/etd/1489

Chicago Manual of Style (16th Edition):

Williams, Michael. “Becoming OpianChocTaliRican: A Black Man in a Multiracial World.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed September 22, 2017. http://digitalcommons.georgiasouthern.edu/etd/1489.

MLA Handbook (7th Edition):

Williams, Michael. “Becoming OpianChocTaliRican: A Black Man in a Multiracial World.” 2016. Web. 22 Sep 2017.

Vancouver:

Williams M. Becoming OpianChocTaliRican: A Black Man in a Multiracial World. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2017 Sep 22]. Available from: http://digitalcommons.georgiasouthern.edu/etd/1489.

Council of Science Editors:

Williams M. Becoming OpianChocTaliRican: A Black Man in a Multiracial World. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: http://digitalcommons.georgiasouthern.edu/etd/1489

25. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. 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. 22 Sep 2017.

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 2017 Sep 22]. 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


Boise State University

26. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. 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. 22 Sep 2017.

Vancouver:

Downs JL. Assessing the Value of a High School Mentoring Program. [Internet] [Thesis]. Boise State University; 2011. [cited 2017 Sep 22]. 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


University of Michigan

27. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. 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. 22 Sep 2017.

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 2017 Sep 22]. 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


University of Minnesota

28. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 September 22, 2017. 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. 22 Sep 2017.

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 2017 Sep 22]. 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


Georgia Southern University

29. Nolasco, Nicole. "We're in the Business of a Good Education": Schooled to Profit or Educated to Create?.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2016, Georgia Southern University

  In this inquiry, I ask the questions: What could my career, my life, and the world be like in the future? How could public… (more)

Subjects/Keywords: Arts Based Research; Critical Pedagogy; Dystopia; Fiction; Neoliberalism; Resistance; Curriculum and Social Inquiry

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Nolasco, N. (2016). "We're in the Business of a Good Education": Schooled to Profit or Educated to Create?. (Doctoral Dissertation). Georgia Southern University. Retrieved from http://digitalcommons.georgiasouthern.edu/etd/1500

Chicago Manual of Style (16th Edition):

Nolasco, Nicole. “"We're in the Business of a Good Education": Schooled to Profit or Educated to Create?.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed September 22, 2017. http://digitalcommons.georgiasouthern.edu/etd/1500.

MLA Handbook (7th Edition):

Nolasco, Nicole. “"We're in the Business of a Good Education": Schooled to Profit or Educated to Create?.” 2016. Web. 22 Sep 2017.

Vancouver:

Nolasco N. "We're in the Business of a Good Education": Schooled to Profit or Educated to Create?. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2017 Sep 22]. Available from: http://digitalcommons.georgiasouthern.edu/etd/1500.

Council of Science Editors:

Nolasco N. "We're in the Business of a Good Education": Schooled to Profit or Educated to Create?. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: http://digitalcommons.georgiasouthern.edu/etd/1500


Georgia Southern University

30. Jenkins, Latoya D. The Muzzled Hope: Utilizing Black Protest Thought to Examine African American Males' Identity Development and Academic Success in the Rural U.S. South.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2016, Georgia Southern University

  The problems faced by African American males in the United States is often the result of misconstrued images and stereotypes that present this segment… (more)

Subjects/Keywords: African American males; Academic success; Male identity; Resilience; Curriculum and Social Inquiry

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jenkins, L. D. (2016). The Muzzled Hope: Utilizing Black Protest Thought to Examine African American Males' Identity Development and Academic Success in the Rural U.S. South. (Doctoral Dissertation). Georgia Southern University. Retrieved from http://digitalcommons.georgiasouthern.edu/etd/1510

Chicago Manual of Style (16th Edition):

Jenkins, Latoya D. “The Muzzled Hope: Utilizing Black Protest Thought to Examine African American Males' Identity Development and Academic Success in the Rural U.S. South.” 2016. Doctoral Dissertation, Georgia Southern University. Accessed September 22, 2017. http://digitalcommons.georgiasouthern.edu/etd/1510.

MLA Handbook (7th Edition):

Jenkins, Latoya D. “The Muzzled Hope: Utilizing Black Protest Thought to Examine African American Males' Identity Development and Academic Success in the Rural U.S. South.” 2016. Web. 22 Sep 2017.

Vancouver:

Jenkins LD. The Muzzled Hope: Utilizing Black Protest Thought to Examine African American Males' Identity Development and Academic Success in the Rural U.S. South. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2017 Sep 22]. Available from: http://digitalcommons.georgiasouthern.edu/etd/1510.

Council of Science Editors:

Jenkins LD. The Muzzled Hope: Utilizing Black Protest Thought to Examine African American Males' Identity Development and Academic Success in the Rural U.S. South. [Doctoral Dissertation]. Georgia Southern University; 2016. Available from: http://digitalcommons.georgiasouthern.edu/etd/1510

[1] [2] [3] [4] [5] … [35]

.