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 1068 total matches.

[1] [2] [3] [4] [5] … [36]

Search Limiters

Last 2 Years | English Only

Levels

Languages

Country

▼ Search Limiters


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

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 November 24, 2017. http://digitalcommons.library.umaine.edu/etd/476.

MLA Handbook (7th Edition):

Jordan, Gretchen. “How Service-Learning Can Counter Cultural Narcissism.” 2011. Web. 24 Nov 2017.

Vancouver:

Jordan G. How Service-Learning Can Counter Cultural Narcissism. [Internet] [Masters thesis]. University of Maine; 2011. [cited 2017 Nov 24]. 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


California State University – San Bernardino

2. 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 November 24, 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. 24 Nov 2017.

Vancouver:

Gray DR. THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY. [Internet] [Thesis]. California State University – San Bernardino; 2016. [cited 2017 Nov 24]. 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

3. 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 November 24, 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. 24 Nov 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 Nov 24]. 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

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

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 November 24, 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. 24 Nov 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 Nov 24]. 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

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 November 24, 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. 24 Nov 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 Nov 24]. 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

6. 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 November 24, 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. 24 Nov 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 Nov 24]. 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

7. 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 November 24, 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. 24 Nov 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 Nov 24]. 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

8. 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 November 24, 2017. http://digitalcommons.nl.edu/diss/184.

MLA Handbook (7th Edition):

McElroy, Karyn. “Vagabond: Returning To Autoethnography As A Doctoral Nomad.” 2016. Web. 24 Nov 2017.

Vancouver:

McElroy K. Vagabond: Returning To Autoethnography As A Doctoral Nomad. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2017 Nov 24]. 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


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

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 November 24, 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. 24 Nov 2017.

Vancouver:

Jung BF. The Professional Master's Occupational Therapist: Developing an Emerging Professional Identity. [Internet] [Thesis]. University of Western Ontario; 2010. [cited 2017 Nov 24]. 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


University of Pennsylvania

10. 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 November 24, 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. 24 Nov 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 Nov 24]. 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


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

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 November 24, 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. 24 Nov 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 Nov 24]. 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

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. (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 November 24, 2017. 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. 24 Nov 2017.

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 2017 Nov 24]. 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

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 November 24, 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. 24 Nov 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 Nov 24]. 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

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 November 24, 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. 24 Nov 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 Nov 24]. 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

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 November 24, 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. 24 Nov 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 Nov 24]. 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

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 November 24, 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. 24 Nov 2017.

Vancouver:

Monteath A. Philosophy for teenagers: Finding new relevence in old concepts. [Internet] [Thesis]. Edith Cowan University; 2011. [cited 2017 Nov 24]. 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. 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 November 24, 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. 24 Nov 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 Nov 24]. 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


Georgia Southern University

18. 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; COGS- Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations

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 November 24, 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. 24 Nov 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 Nov 24]. 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


Boise State University

19. 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 November 24, 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. 24 Nov 2017.

Vancouver:

Downs JL. Assessing the Value of a High School Mentoring Program. [Internet] [Thesis]. Boise State University; 2011. [cited 2017 Nov 24]. 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

20. 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 November 24, 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. 24 Nov 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 Nov 24]. 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

21. 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 November 24, 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. 24 Nov 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 Nov 24]. 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

22. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 24, 2017. 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. 24 Nov 2017.

Vancouver:

Reed AY. A Study of School Group Social Interaction at the History Colorado Center. [Internet] [Masters thesis]. University of Colorado; 2015. [cited 2017 Nov 24]. 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


Liberty University

23. Quas, 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Quas, 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):

Quas, Julie. “A Phenomenology of Sixth Grade Students’ Perspectives on Their Experience Using a Rubric for Criterion-Referenced Assessment.” 2016. Doctoral Dissertation, Liberty University. Accessed November 24, 2017. http://digitalcommons.liberty.edu/doctoral/1289.

MLA Handbook (7th Edition):

Quas, Julie. “A Phenomenology of Sixth Grade Students’ Perspectives on Their Experience Using a Rubric for Criterion-Referenced Assessment.” 2016. Web. 24 Nov 2017.

Vancouver:

Quas 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 2017 Nov 24]. Available from: http://digitalcommons.liberty.edu/doctoral/1289.

Council of Science Editors:

Quas 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


Georgia Southern University

24. 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; COGS- Jack N. Averitt College of Graduate Studies, Electronic Theses & Dissertations

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 November 24, 2017. http://digitalcommons.georgiasouthern.edu/etd/1430.

MLA Handbook (7th Edition):

Cook, John P. “The Posthuman Curriculum and the Teacher.” 2016. Web. 24 Nov 2017.

Vancouver:

Cook JP. The Posthuman Curriculum and the Teacher. [Internet] [Doctoral dissertation]. Georgia Southern University; 2016. [cited 2017 Nov 24]. 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


Liberty University

25. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 November 24, 2017. 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. 24 Nov 2017.

Vancouver:

Singleton S. The Effects of Microblogging on Middle School Students' Engagement and Critical Thinking. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2017 Nov 24]. 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


Cal Poly

26. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 24, 2017. 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. 24 Nov 2017.

Vancouver:

Davidson AE. Investigating the Instructor's Role in New Student Sense of Classroom Community. [Internet] [Masters thesis]. Cal Poly; 2012. [cited 2017 Nov 24]. 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


Georgia Southern University

27. Denis, Carol Medders. Attention Deficit Hyperactivity Disorder and Bronfenbrenner's Ecology of Human Development.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2012, Georgia Southern University

  Attention Deficit Hyperactivity Disorder (ADHD) and the norms associated with this condition in the United States have evolved over time. Culturally established beliefs control… (more)

Subjects/Keywords: ETD; Attention Deficit Hyperactivity Disorder; Cultural studies; Bronfenbrenner's Ecology of Human Development; Curriculum studies; Cultural construction; Curriculum and Social Inquiry; Sociology

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Denis, C. M. (2012). Attention Deficit Hyperactivity Disorder and Bronfenbrenner's Ecology of Human Development. (Doctoral Dissertation). Georgia Southern University. Retrieved from http://digitalcommons.georgiasouthern.edu/etd/64

Chicago Manual of Style (16th Edition):

Denis, Carol Medders. “Attention Deficit Hyperactivity Disorder and Bronfenbrenner's Ecology of Human Development.” 2012. Doctoral Dissertation, Georgia Southern University. Accessed November 24, 2017. http://digitalcommons.georgiasouthern.edu/etd/64.

MLA Handbook (7th Edition):

Denis, Carol Medders. “Attention Deficit Hyperactivity Disorder and Bronfenbrenner's Ecology of Human Development.” 2012. Web. 24 Nov 2017.

Vancouver:

Denis CM. Attention Deficit Hyperactivity Disorder and Bronfenbrenner's Ecology of Human Development. [Internet] [Doctoral dissertation]. Georgia Southern University; 2012. [cited 2017 Nov 24]. Available from: http://digitalcommons.georgiasouthern.edu/etd/64.

Council of Science Editors:

Denis CM. Attention Deficit Hyperactivity Disorder and Bronfenbrenner's Ecology of Human Development. [Doctoral Dissertation]. Georgia Southern University; 2012. Available from: http://digitalcommons.georgiasouthern.edu/etd/64


Georgia Southern University

28. Lawrence, Reginald. High School Transformation: The Lived Experience of Teachers Moving to Small Learning Environments.

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

  Author's abstract: Educators faced with a decline in student achievement and increases in dropout rates are seeking ways to provide the best possible educational… (more)

Subjects/Keywords: ETD; educational change; school reform; small schools; downsizing of schools; 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):

Lawrence, R. (2009). High School Transformation: The Lived Experience of Teachers Moving to Small Learning Environments. (Doctoral Dissertation). Georgia Southern University. Retrieved from http://digitalcommons.georgiasouthern.edu/etd/1038

Chicago Manual of Style (16th Edition):

Lawrence, Reginald. “High School Transformation: The Lived Experience of Teachers Moving to Small Learning Environments.” 2009. Doctoral Dissertation, Georgia Southern University. Accessed November 24, 2017. http://digitalcommons.georgiasouthern.edu/etd/1038.

MLA Handbook (7th Edition):

Lawrence, Reginald. “High School Transformation: The Lived Experience of Teachers Moving to Small Learning Environments.” 2009. Web. 24 Nov 2017.

Vancouver:

Lawrence R. High School Transformation: The Lived Experience of Teachers Moving to Small Learning Environments. [Internet] [Doctoral dissertation]. Georgia Southern University; 2009. [cited 2017 Nov 24]. Available from: http://digitalcommons.georgiasouthern.edu/etd/1038.

Council of Science Editors:

Lawrence R. High School Transformation: The Lived Experience of Teachers Moving to Small Learning Environments. [Doctoral Dissertation]. Georgia Southern University; 2009. Available from: http://digitalcommons.georgiasouthern.edu/etd/1038


Marshall University

29. 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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

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 November 24, 2017. 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. 24 Nov 2017.

Vancouver:

Booten AE. Effects of Animal-Assisted Therapy on Behavior and Reading in the Classroom. [Internet] [Thesis]. Marshall University; 2011. [cited 2017 Nov 24]. 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


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

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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 November 24, 2017. 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. 24 Nov 2017.

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 2017 Nov 24]. 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

[1] [2] [3] [4] [5] … [36]

.