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You searched for subject:(Curriculum AND Social Inquiry). Showing records 1 – 30 of 1316 total matches.

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University of Maine

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Jordan, Gretchen. “How Service-Learning Can Counter Cultural Narcissism.” 2011. Masters Thesis, University of Maine. Accessed January 21, 2019. https://digitalcommons.library.umaine.edu/etd/476.

MLA Handbook (7th Edition):

Jordan, Gretchen. “How Service-Learning Can Counter Cultural Narcissism.” 2011. Web. 21 Jan 2019.

Vancouver:

Jordan G. How Service-Learning Can Counter Cultural Narcissism. [Internet] [Masters thesis]. University of Maine; 2011. [cited 2019 Jan 21]. Available from: https://digitalcommons.library.umaine.edu/etd/476.

Council of Science Editors:

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

2. Roveda, Brenda. Connected: An Artist’s Investigation into Digital Communication.

Degree: MA, Teaching Creative Arts, 2018, Bridgewater State University

  The purpose of my thesis was to develop a body of utilitarian ceramic pottery, which examines the internal conflict I have with digital communication… (more)

Subjects/Keywords: Ceramic Arts; Curriculum and Social Inquiry

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APA (6th Edition):

Roveda, B. (2018). Connected: An Artist’s Investigation into Digital Communication. (Thesis). Bridgewater State University. Retrieved from https://vc.bridgew.edu/theses/58

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):

Roveda, Brenda. “Connected: An Artist’s Investigation into Digital Communication.” 2018. Thesis, Bridgewater State University. Accessed January 21, 2019. https://vc.bridgew.edu/theses/58.

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

MLA Handbook (7th Edition):

Roveda, Brenda. “Connected: An Artist’s Investigation into Digital Communication.” 2018. Web. 21 Jan 2019.

Vancouver:

Roveda B. Connected: An Artist’s Investigation into Digital Communication. [Internet] [Thesis]. Bridgewater State University; 2018. [cited 2019 Jan 21]. Available from: https://vc.bridgew.edu/theses/58.

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

Council of Science Editors:

Roveda B. Connected: An Artist’s Investigation into Digital Communication. [Thesis]. Bridgewater State University; 2018. Available from: https://vc.bridgew.edu/theses/58

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


California State University – San Bernardino

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Gray, Daniel Robert. “THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY.” 2016. Thesis, California State University – San Bernardino. Accessed January 21, 2019. 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. 21 Jan 2019.

Vancouver:

Gray DR. THE CREATIVE WARRIOR: A HOLISTIC APPROACH TO HEALTH AND LONGEVITY. [Internet] [Thesis]. California State University – San Bernardino; 2016. [cited 2019 Jan 21]. 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

4. Dillard, Chimille E. Embedding Diversity Into The Curriculum: Facilitating Challenging Conversations.

Degree: EdD Doctor of Education, Educational Leadership, 2018, National-Louis University

  Wagner, Kegan, Lahey, Lemons, Garnier, Helsing, and Rasmussen’s (2006) four C’s, consisting of competency, conditions, culture, and context, were used to think systemically when… (more)

Subjects/Keywords: racial diversity; gender diversity; change leadership; curriculum; Curriculum and Instruction; Curriculum and Social Inquiry; Education

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APA (6th Edition):

Dillard, C. E. (2018). Embedding Diversity Into The Curriculum: Facilitating Challenging Conversations. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/324

Chicago Manual of Style (16th Edition):

Dillard, Chimille E. “Embedding Diversity Into The Curriculum: Facilitating Challenging Conversations.” 2018. Doctoral Dissertation, National-Louis University. Accessed January 21, 2019. https://digitalcommons.nl.edu/diss/324.

MLA Handbook (7th Edition):

Dillard, Chimille E. “Embedding Diversity Into The Curriculum: Facilitating Challenging Conversations.” 2018. Web. 21 Jan 2019.

Vancouver:

Dillard CE. Embedding Diversity Into The Curriculum: Facilitating Challenging Conversations. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Jan 21]. Available from: https://digitalcommons.nl.edu/diss/324.

Council of Science Editors:

Dillard CE. Embedding Diversity Into The Curriculum: Facilitating Challenging Conversations. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/324


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

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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 January 21, 2019. 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. 21 Jan 2019.

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 2019 Jan 21]. 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

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APA (6th Edition):

Grazer, J. M. (2012). A Tempest in the Halls: Intersections of Social Justice, Student Collaboration, and Devised Theatre. (Thesis). Kennesaw State University. Retrieved from https://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 January 21, 2019. https://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. 21 Jan 2019.

Vancouver:

Grazer JM. A Tempest in the Halls: Intersections of Social Justice, Student Collaboration, and Devised Theatre. [Internet] [Thesis]. Kennesaw State University; 2012. [cited 2019 Jan 21]. Available from: https://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: https://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

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

Degree: 2012, University of Western Ontario

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Malins, Pamela M. “Gender and Sexual Orientation in the Elementary Classroom: Teachers Negotiating Critical Literacies and Queer Pedagogies.” 2012. Thesis, University of Western Ontario. Accessed January 21, 2019. https://ir.lib.uwo.ca/etd/808.

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

MLA Handbook (7th Edition):

Malins, Pamela M. “Gender and Sexual Orientation in the Elementary Classroom: Teachers Negotiating Critical Literacies and Queer Pedagogies.” 2012. Web. 21 Jan 2019.

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 2019 Jan 21]. Available from: https://ir.lib.uwo.ca/etd/808.

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

Council of Science Editors:

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

McElroy, Karyn. “Vagabond: Returning To Autoethnography As A Doctoral Nomad.” 2016. Doctoral Dissertation, National-Louis University. Accessed January 21, 2019. http://digitalcommons.nl.edu/diss/184.

MLA Handbook (7th Edition):

McElroy, Karyn. “Vagabond: Returning To Autoethnography As A Doctoral Nomad.” 2016. Web. 21 Jan 2019.

Vancouver:

McElroy K. Vagabond: Returning To Autoethnography As A Doctoral Nomad. [Internet] [Doctoral dissertation]. National-Louis University; 2016. [cited 2019 Jan 21]. 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

9. 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 such… (more)

Subjects/Keywords: Christianity; Curriculum and Social Inquiry

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APA (6th Edition):

Reed, L. T. (2006). The effect of participation in school-facilitated community service programmes on students' self-esteem, sense of community engagement and attitudes to Christianity. (Thesis). Australian Catholic University. Retrieved from https://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 January 21, 2019. https://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. 21 Jan 2019.

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 2019 Jan 21]. Available from: https://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: https://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


University of Western Ontario

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

Degree: 2010, University of Western Ontario

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Jung, Bonny F. “The Professional Master's Occupational Therapist: Developing an Emerging Professional Identity.” 2010. Thesis, University of Western Ontario. Accessed January 21, 2019. https://ir.lib.uwo.ca/etd/18.

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

MLA Handbook (7th Edition):

Jung, Bonny F. “The Professional Master's Occupational Therapist: Developing an Emerging Professional Identity.” 2010. Web. 21 Jan 2019.

Vancouver:

Jung BF. The Professional Master's Occupational Therapist: Developing an Emerging Professional Identity. [Internet] [Thesis]. University of Western Ontario; 2010. [cited 2019 Jan 21]. Available from: https://ir.lib.uwo.ca/etd/18.

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

Council of Science Editors:

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

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


Boise State University

11. Marinelli, Brian. Effects of Grouping on 4th Grade Mathematics Achievement.

Degree: 2017, Boise State University

 Questions involving the equitable distribution of mathematics instruction have been addressed since at least the early 1990’s. Since this time, little research has been conducted… (more)

Subjects/Keywords: mathematics equity; grouping; sorting; tracking; Curriculum and Social Inquiry

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APA (6th Edition):

Marinelli, B. (2017). Effects of Grouping on 4th Grade Mathematics Achievement. (Thesis). Boise State University. Retrieved from http://scholarworks.boisestate.edu/td/1347

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):

Marinelli, Brian. “Effects of Grouping on 4th Grade Mathematics Achievement.” 2017. Thesis, Boise State University. Accessed January 21, 2019. http://scholarworks.boisestate.edu/td/1347.

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

MLA Handbook (7th Edition):

Marinelli, Brian. “Effects of Grouping on 4th Grade Mathematics Achievement.” 2017. Web. 21 Jan 2019.

Vancouver:

Marinelli B. Effects of Grouping on 4th Grade Mathematics Achievement. [Internet] [Thesis]. Boise State University; 2017. [cited 2019 Jan 21]. Available from: http://scholarworks.boisestate.edu/td/1347.

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

Council of Science Editors:

Marinelli B. Effects of Grouping on 4th Grade Mathematics Achievement. [Thesis]. Boise State University; 2017. Available from: http://scholarworks.boisestate.edu/td/1347

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

12. Hetrick, Michele R. Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis.

Degree: Education, EdD, Education, 2018, University of Portland

  The goal of this study was to determine if the Strong Kids social and emotional learning curriculum (2nd ed.) could serve as a universal… (more)

Subjects/Keywords: Curriculum and Social Inquiry; Education; Educational Methods; Elementary Education

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

APA (6th Edition):

Hetrick, M. R. (2018). Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis. (Doctoral Dissertation). University of Portland. Retrieved from https://pilotscholars.up.edu/etd/41

Chicago Manual of Style (16th Edition):

Hetrick, Michele R. “Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis.” 2018. Doctoral Dissertation, University of Portland. Accessed January 21, 2019. https://pilotscholars.up.edu/etd/41.

MLA Handbook (7th Edition):

Hetrick, Michele R. “Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis.” 2018. Web. 21 Jan 2019.

Vancouver:

Hetrick MR. Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis. [Internet] [Doctoral dissertation]. University of Portland; 2018. [cited 2019 Jan 21]. Available from: https://pilotscholars.up.edu/etd/41.

Council of Science Editors:

Hetrick MR. Universal Implications for the Effects of Strong Kids Social and Emotional Learning Curriculum on Students’ Social-Emotional Competency: A Quantitative Analysis. [Doctoral Dissertation]. University of Portland; 2018. Available from: https://pilotscholars.up.edu/etd/41


Edith Cowan University

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

Degree: 2010, Edith Cowan University

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

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

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APA (6th Edition):

Natarajan, U. (2010). A sociocultural approach to the study of an ICT curriculum for at-risk students in Singapore. (Thesis). Edith Cowan University. Retrieved from https://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):

Natarajan, Uma. “A sociocultural approach to the study of an ICT curriculum for at-risk students in Singapore.” 2010. Thesis, Edith Cowan University. Accessed January 21, 2019. https://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):

Natarajan, Uma. “A sociocultural approach to the study of an ICT curriculum for at-risk students in Singapore.” 2010. Web. 21 Jan 2019.

Vancouver:

Natarajan U. A sociocultural approach to the study of an ICT curriculum for at-risk students in Singapore. [Internet] [Thesis]. Edith Cowan University; 2010. [cited 2019 Jan 21]. Available from: https://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:

Natarajan U. A sociocultural approach to the study of an ICT curriculum for at-risk students in Singapore. [Thesis]. Edith Cowan University; 2010. Available from: https://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

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Littmann, Sarah Ellen. “Response to Intervention: Raising the Achievement of Struggling Readers.” 2010. Doctoral Dissertation, U of Denver. Accessed January 21, 2019. https://digitalcommons.du.edu/etd/860.

MLA Handbook (7th Edition):

Littmann, Sarah Ellen. “Response to Intervention: Raising the Achievement of Struggling Readers.” 2010. Web. 21 Jan 2019.

Vancouver:

Littmann SE. Response to Intervention: Raising the Achievement of Struggling Readers. [Internet] [Doctoral dissertation]. U of Denver; 2010. [cited 2019 Jan 21]. Available from: https://digitalcommons.du.edu/etd/860.

Council of Science Editors:

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


Georgia Southern University

15. Bishop, Diana. Embracing the Bounty: Countering the Curriculum of Deficit.

Degree: Doctor of Education in Curriculum Studies (EdD), Department of Curriculum, Foundations, and Reading, 2018, Georgia Southern University

  Embracing the Bounty: Countering the Curriculum of Deficit (2018) addresses the restrictive nature of neoliberalism and offers alternative perspectives and possibilities for change by… (more)

Subjects/Keywords: curriculum; neoliberalism; rhizomatic theory; commodification; creativity; diversity; Curriculum and Instruction; Curriculum and Social Inquiry; Social and Philosophical Foundations of Education

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

APA (6th Edition):

Bishop, D. (2018). Embracing the Bounty: Countering the Curriculum of Deficit. (Doctoral Dissertation). Georgia Southern University. Retrieved from https://digitalcommons.georgiasouthern.edu/etd/1738

Chicago Manual of Style (16th Edition):

Bishop, Diana. “Embracing the Bounty: Countering the Curriculum of Deficit.” 2018. Doctoral Dissertation, Georgia Southern University. Accessed January 21, 2019. https://digitalcommons.georgiasouthern.edu/etd/1738.

MLA Handbook (7th Edition):

Bishop, Diana. “Embracing the Bounty: Countering the Curriculum of Deficit.” 2018. Web. 21 Jan 2019.

Vancouver:

Bishop D. Embracing the Bounty: Countering the Curriculum of Deficit. [Internet] [Doctoral dissertation]. Georgia Southern University; 2018. [cited 2019 Jan 21]. Available from: https://digitalcommons.georgiasouthern.edu/etd/1738.

Council of Science Editors:

Bishop D. Embracing the Bounty: Countering the Curriculum of Deficit. [Doctoral Dissertation]. Georgia Southern University; 2018. Available from: https://digitalcommons.georgiasouthern.edu/etd/1738


University of New Mexico

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

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

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

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

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APA · 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 January 21, 2019. 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. 21 Jan 2019.

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 2019 Jan 21]. 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

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

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

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

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

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APA · 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 January 21, 2019. 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. 21 Jan 2019.

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 2019 Jan 21]. 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

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

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

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

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

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APA · 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 January 21, 2019. 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. 21 Jan 2019.

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 2019 Jan 21]. 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

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

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

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

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

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APA · 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 January 21, 2019. 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. 21 Jan 2019.

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 2019 Jan 21]. 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

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

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

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

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

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APA (6th Edition):

Salinas-Grandy, C. (2016). An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://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 January 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2899.

MLA Handbook (7th Edition):

Salinas-Grandy, Cristina. “An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios.” 2016. Web. 21 Jan 2019.

Vancouver:

Salinas-Grandy C. An Analysis of Reflective Thinking in Teacher Candidates' ePortfolios. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2016. [cited 2019 Jan 21]. Available from: https://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: https://digitalscholarship.unlv.edu/thesesdissertations/2899


University of Nevada – Las Vegas

21. Begay, Shawna Lynn. Developing a Navajo Educational Media Guide: A Community Perspective.

Degree: PhD, Teaching and Learning, 2017, University of Nevada – Las Vegas

  Developing a Navajo Educational Media Guide was investigated through the lens of Postcolonial Theory and Critical Indigenous Pedagogy utilizing the methodology of Participatory Action… (more)

Subjects/Keywords: Curriculum; Educational Media; Indigenous; Navajo; Navajo Language; Television; Curriculum and Instruction; Curriculum and Social Inquiry; Education; Educational Methods

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

APA (6th Edition):

Begay, S. L. (2017). Developing a Navajo Educational Media Guide: A Community Perspective. (Doctoral Dissertation). University of Nevada – Las Vegas. Retrieved from https://digitalscholarship.unlv.edu/thesesdissertations/2943

Chicago Manual of Style (16th Edition):

Begay, Shawna Lynn. “Developing a Navajo Educational Media Guide: A Community Perspective.” 2017. Doctoral Dissertation, University of Nevada – Las Vegas. Accessed January 21, 2019. https://digitalscholarship.unlv.edu/thesesdissertations/2943.

MLA Handbook (7th Edition):

Begay, Shawna Lynn. “Developing a Navajo Educational Media Guide: A Community Perspective.” 2017. Web. 21 Jan 2019.

Vancouver:

Begay SL. Developing a Navajo Educational Media Guide: A Community Perspective. [Internet] [Doctoral dissertation]. University of Nevada – Las Vegas; 2017. [cited 2019 Jan 21]. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2943.

Council of Science Editors:

Begay SL. Developing a Navajo Educational Media Guide: A Community Perspective. [Doctoral Dissertation]. University of Nevada – Las Vegas; 2017. Available from: https://digitalscholarship.unlv.edu/thesesdissertations/2943


Seton Hall University

22. Daniello, Robert. Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools.

Degree: EdD Education Leadership, Management and Policy, Education Leadership, Management and Policy, 2018, Seton Hall University

  Instruction in public schools today is highly prescribed to meet state standards, which, in turn, prepare students for success on standardized assessments. Teachers in… (more)

Subjects/Keywords: Curriculum; Instruction; Testing; Teachers; Assessments; Standards; Curriculum and Instruction; Curriculum and Social Inquiry; Educational Administration and Supervision; Educational Leadership

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

APA (6th Edition):

Daniello, R. (2018). Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools. (Doctoral Dissertation). Seton Hall University. Retrieved from http://scholarship.shu.edu/dissertations/2493

Chicago Manual of Style (16th Edition):

Daniello, Robert. “Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools.” 2018. Doctoral Dissertation, Seton Hall University. Accessed January 21, 2019. http://scholarship.shu.edu/dissertations/2493.

MLA Handbook (7th Edition):

Daniello, Robert. “Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools.” 2018. Web. 21 Jan 2019.

Vancouver:

Daniello R. Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools. [Internet] [Doctoral dissertation]. Seton Hall University; 2018. [cited 2019 Jan 21]. Available from: http://scholarship.shu.edu/dissertations/2493.

Council of Science Editors:

Daniello R. Perceptions of Middle School Math and Language Arts Teachers on High-Stakes Testing Cultures in Public Schools. [Doctoral Dissertation]. Seton Hall University; 2018. Available from: http://scholarship.shu.edu/dissertations/2493


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

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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 January 21, 2019. 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. 21 Jan 2019.

Vancouver:

Monteath A. Philosophy for teenagers: Finding new relevence in old concepts. [Internet] [Thesis]. Edith Cowan University; 2011. [cited 2019 Jan 21]. 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

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

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

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

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

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APA (6th Edition):

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

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

Chicago Manual of Style (16th Edition):

Monroe, Alex Kornelius. “AWARE: Analyzing the Impact of an Anti-Human Trafficking Advocacy Curriculum using Sixth Grade Students in Colorado.” 2011. Thesis, U of Denver. Accessed January 21, 2019. https://digitalcommons.du.edu/etd/880.

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

MLA Handbook (7th Edition):

Monroe, Alex Kornelius. “AWARE: Analyzing the Impact of an Anti-Human Trafficking Advocacy Curriculum using Sixth Grade Students in Colorado.” 2011. Web. 21 Jan 2019.

Vancouver:

Monroe AK. AWARE: Analyzing the Impact of an Anti-Human Trafficking Advocacy Curriculum using Sixth Grade Students in Colorado. [Internet] [Thesis]. U of Denver; 2011. [cited 2019 Jan 21]. Available from: https://digitalcommons.du.edu/etd/880.

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

Council of Science Editors:

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

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

25. Dillard, Chimille E. An Examination Of A Social And Emotional Learning Program And Implications For Diversity Development.

Degree: EdD Doctor of Education, Educational Leadership, 2018, National-Louis University

  This paper evaluated the Second Step program used by the Galaxy school district and many of the surrounding school districts in the area as… (more)

Subjects/Keywords: social and emotional learning; diversity; gender diversity; racial diversity; program evaluation; Curriculum and Instruction; Curriculum and Social Inquiry; Education

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APA (6th Edition):

Dillard, C. E. (2018). An Examination Of A Social And Emotional Learning Program And Implications For Diversity Development. (Doctoral Dissertation). National-Louis University. Retrieved from https://digitalcommons.nl.edu/diss/323

Chicago Manual of Style (16th Edition):

Dillard, Chimille E. “An Examination Of A Social And Emotional Learning Program And Implications For Diversity Development.” 2018. Doctoral Dissertation, National-Louis University. Accessed January 21, 2019. https://digitalcommons.nl.edu/diss/323.

MLA Handbook (7th Edition):

Dillard, Chimille E. “An Examination Of A Social And Emotional Learning Program And Implications For Diversity Development.” 2018. Web. 21 Jan 2019.

Vancouver:

Dillard CE. An Examination Of A Social And Emotional Learning Program And Implications For Diversity Development. [Internet] [Doctoral dissertation]. National-Louis University; 2018. [cited 2019 Jan 21]. Available from: https://digitalcommons.nl.edu/diss/323.

Council of Science Editors:

Dillard CE. An Examination Of A Social And Emotional Learning Program And Implications For Diversity Development. [Doctoral Dissertation]. National-Louis University; 2018. Available from: https://digitalcommons.nl.edu/diss/323

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

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

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

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

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APA (6th Edition):

Branch, J. A. (2017). Uncovering Meaning in Montessori Teachers’ Lived Experiences of Cosmic Education as a Tool for Social Justice. (Doctoral Dissertation). Stephen F. Austin State University. Retrieved from https://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 January 21, 2019. https://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. 21 Jan 2019.

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 2019 Jan 21]. Available from: https://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: https://scholarworks.sfasu.edu/etds/70


University of Colorado

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

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

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Reed, Aubrie Yvonne. “A Study of School Group Social Interaction at the History Colorado Center.” 2015. Masters Thesis, University of Colorado. Accessed January 21, 2019. 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. 21 Jan 2019.

Vancouver:

Reed AY. A Study of School Group Social Interaction at the History Colorado Center. [Internet] [Masters thesis]. University of Colorado; 2015. [cited 2019 Jan 21]. 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


Boise State University

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

Degree: 2011, Boise State University

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

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

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APA · 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 January 21, 2019. 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. 21 Jan 2019.

Vancouver:

Downs JL. Assessing the Value of a High School Mentoring Program. [Internet] [Thesis]. Boise State University; 2011. [cited 2019 Jan 21]. 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

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

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

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

Subjects/Keywords: Curriculum and Social Inquiry; Education

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

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

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APA (6th Edition):

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

Chicago Manual of Style (16th Edition):

Valdiviezo, Luis Martin. “Afro-Peruvian Perspectives and Critiques of Intercultural Education Policy.” 2012. Doctoral Dissertation, U of Massachusetts : PhD. Accessed January 21, 2019. https://scholarworks.umass.edu/open_access_dissertations/602.

MLA Handbook (7th Edition):

Valdiviezo, Luis Martin. “Afro-Peruvian Perspectives and Critiques of Intercultural Education Policy.” 2012. Web. 21 Jan 2019.

Vancouver:

Valdiviezo LM. Afro-Peruvian Perspectives and Critiques of Intercultural Education Policy. [Internet] [Doctoral dissertation]. U of Massachusetts : PhD; 2012. [cited 2019 Jan 21]. Available from: https://scholarworks.umass.edu/open_access_dissertations/602.

Council of Science Editors:

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


University of Michigan

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

Degree: PhD, Education, 2009, University of Michigan

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

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

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APA · 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 January 21, 2019. 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. 21 Jan 2019.

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 2019 Jan 21]. 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

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