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You searched for subject:(Democratic education). Showing records 1 – 30 of 262 total matches.

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University of Georgia

1. Rogan, Robert patrick. Voices and empowerment in a democratically-constructed elementary school classroom: a participatory action research study of our beliefs.

Degree: PhD, Elementary Education, 2006, University of Georgia

Democratic education is a learning approach that encourages and respects the voices of students. Unfortunately, much of the research on student empowerment and democratic education(more)

Subjects/Keywords: Democratic Education

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APA (6th Edition):

Rogan, R. p. (2006). Voices and empowerment in a democratically-constructed elementary school classroom: a participatory action research study of our beliefs. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/rogan_robert_p_200605_phd

Chicago Manual of Style (16th Edition):

Rogan, Robert patrick. “Voices and empowerment in a democratically-constructed elementary school classroom: a participatory action research study of our beliefs.” 2006. Doctoral Dissertation, University of Georgia. Accessed June 15, 2019. http://purl.galileo.usg.edu/uga_etd/rogan_robert_p_200605_phd.

MLA Handbook (7th Edition):

Rogan, Robert patrick. “Voices and empowerment in a democratically-constructed elementary school classroom: a participatory action research study of our beliefs.” 2006. Web. 15 Jun 2019.

Vancouver:

Rogan Rp. Voices and empowerment in a democratically-constructed elementary school classroom: a participatory action research study of our beliefs. [Internet] [Doctoral dissertation]. University of Georgia; 2006. [cited 2019 Jun 15]. Available from: http://purl.galileo.usg.edu/uga_etd/rogan_robert_p_200605_phd.

Council of Science Editors:

Rogan Rp. Voices and empowerment in a democratically-constructed elementary school classroom: a participatory action research study of our beliefs. [Doctoral Dissertation]. University of Georgia; 2006. Available from: http://purl.galileo.usg.edu/uga_etd/rogan_robert_p_200605_phd


University of Illinois – Chicago

2. Taylor, Kendall Alan. Bizarro Democracy: Education Reform and the Redefinition of Democratic Practice in Chicago.

Degree: 2016, University of Illinois – Chicago

 Bizarro Democracy: Neoliberal Education and the Redefinition of Democratic Practice in Chicago Author: Kendall Taylor This dissertation analyses the cultural politics surrounding neoliberal education reform.… (more)

Subjects/Keywords: Democratic Education; Neoliberalism; Democracy

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APA (6th Edition):

Taylor, K. A. (2016). Bizarro Democracy: Education Reform and the Redefinition of Democratic Practice in Chicago. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/21556

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):

Taylor, Kendall Alan. “Bizarro Democracy: Education Reform and the Redefinition of Democratic Practice in Chicago.” 2016. Thesis, University of Illinois – Chicago. Accessed June 15, 2019. http://hdl.handle.net/10027/21556.

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

MLA Handbook (7th Edition):

Taylor, Kendall Alan. “Bizarro Democracy: Education Reform and the Redefinition of Democratic Practice in Chicago.” 2016. Web. 15 Jun 2019.

Vancouver:

Taylor KA. Bizarro Democracy: Education Reform and the Redefinition of Democratic Practice in Chicago. [Internet] [Thesis]. University of Illinois – Chicago; 2016. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10027/21556.

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

Council of Science Editors:

Taylor KA. Bizarro Democracy: Education Reform and the Redefinition of Democratic Practice in Chicago. [Thesis]. University of Illinois – Chicago; 2016. Available from: http://hdl.handle.net/10027/21556

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


Nelson Mandela Metropolitan University

3. Lubadi, Kyungu Lubaba. Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls.

Degree: Faculty of Education, 2017, Nelson Mandela Metropolitan University

 Girl child education has been a challenge for many African countries due to the patriarchal gender order of communities. This is not different in the… (more)

Subjects/Keywords: Girls  – Education  – Congo (Democratic Republic); Rural schools  – Congo (Democratic Republic); Sex discrimination in education  – Congo (Democratic Republic)

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APA (6th Edition):

Lubadi, K. L. (2017). Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls. (Thesis). Nelson Mandela Metropolitan University. Retrieved from http://hdl.handle.net/10948/18321

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):

Lubadi, Kyungu Lubaba. “Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls.” 2017. Thesis, Nelson Mandela Metropolitan University. Accessed June 15, 2019. http://hdl.handle.net/10948/18321.

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

MLA Handbook (7th Edition):

Lubadi, Kyungu Lubaba. “Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls.” 2017. Web. 15 Jun 2019.

Vancouver:

Lubadi KL. Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls. [Internet] [Thesis]. Nelson Mandela Metropolitan University; 2017. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10948/18321.

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

Council of Science Editors:

Lubadi KL. Traditional practices and girl education in rural Democratic Republic of Congo: exploring the voices of Luba girls. [Thesis]. Nelson Mandela Metropolitan University; 2017. Available from: http://hdl.handle.net/10948/18321

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


University of Lund

4. Persson, Lars. Pedagogerna och demokratin. En rättssociologisk studie av pedagogers arbete med demokratiutveckling.

Degree: 2010, University of Lund

 The Swedish education system is governed by national steering documents, like the Education Act, curriculi and syllabuses. The democratic assignment is a central issue in… (more)

Subjects/Keywords: Juridik och samhälle; curriculum; professionality; democratic education; recognition; meta-norms; pedagogy; teachers; democracy; education; Sociology of Law; democratic development; democratic values

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APA (6th Edition):

Persson, L. (2010). Pedagogerna och demokratin. En rättssociologisk studie av pedagogers arbete med demokratiutveckling. (Doctoral Dissertation). University of Lund. Retrieved from http://lup.lub.lu.se/record/1566349 ; http://portal.research.lu.se/ws/files/3708199/1579125.pdf

Chicago Manual of Style (16th Edition):

Persson, Lars. “Pedagogerna och demokratin. En rättssociologisk studie av pedagogers arbete med demokratiutveckling.” 2010. Doctoral Dissertation, University of Lund. Accessed June 15, 2019. http://lup.lub.lu.se/record/1566349 ; http://portal.research.lu.se/ws/files/3708199/1579125.pdf.

MLA Handbook (7th Edition):

Persson, Lars. “Pedagogerna och demokratin. En rättssociologisk studie av pedagogers arbete med demokratiutveckling.” 2010. Web. 15 Jun 2019.

Vancouver:

Persson L. Pedagogerna och demokratin. En rättssociologisk studie av pedagogers arbete med demokratiutveckling. [Internet] [Doctoral dissertation]. University of Lund; 2010. [cited 2019 Jun 15]. Available from: http://lup.lub.lu.se/record/1566349 ; http://portal.research.lu.se/ws/files/3708199/1579125.pdf.

Council of Science Editors:

Persson L. Pedagogerna och demokratin. En rättssociologisk studie av pedagogers arbete med demokratiutveckling. [Doctoral Dissertation]. University of Lund; 2010. Available from: http://lup.lub.lu.se/record/1566349 ; http://portal.research.lu.se/ws/files/3708199/1579125.pdf


Virginia Tech

5. Mullins Jr, Ricky Dale. Dewey, Disability, and Democratic Education.

Degree: PhD, Education, Vocational-Technical, 2019, Virginia Tech

 This dissertation is comprised of three manuscripts that coalesce around the topics of Dewey, Disability, and Democratic Education. Each manuscript is formatted for publication and… (more)

Subjects/Keywords: citizenship; democratic education; disability; digital technologies

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APA (6th Edition):

Mullins Jr, R. D. (2019). Dewey, Disability, and Democratic Education. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/89091

Chicago Manual of Style (16th Edition):

Mullins Jr, Ricky Dale. “Dewey, Disability, and Democratic Education.” 2019. Doctoral Dissertation, Virginia Tech. Accessed June 15, 2019. http://hdl.handle.net/10919/89091.

MLA Handbook (7th Edition):

Mullins Jr, Ricky Dale. “Dewey, Disability, and Democratic Education.” 2019. Web. 15 Jun 2019.

Vancouver:

Mullins Jr RD. Dewey, Disability, and Democratic Education. [Internet] [Doctoral dissertation]. Virginia Tech; 2019. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/10919/89091.

Council of Science Editors:

Mullins Jr RD. Dewey, Disability, and Democratic Education. [Doctoral Dissertation]. Virginia Tech; 2019. Available from: http://hdl.handle.net/10919/89091


University of Toronto

6. Clayton, Laura. Food Literacy Education: A Philosophical Perspective.

Degree: 2018, University of Toronto

In this thesis, I will argue through a critical democratic education lens for the inclusion of philosophical perspectives in a comprehensive food literacy education program… (more)

Subjects/Keywords: Critical Democratic Dialogue; Critical Democratic Education; Food Literacy Education; Philosophical Dialogue; Philosophy Education; Secondary Education; 0998

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APA (6th Edition):

Clayton, L. (2018). Food Literacy Education: A Philosophical Perspective. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/89592

Chicago Manual of Style (16th Edition):

Clayton, Laura. “Food Literacy Education: A Philosophical Perspective.” 2018. Masters Thesis, University of Toronto. Accessed June 15, 2019. http://hdl.handle.net/1807/89592.

MLA Handbook (7th Edition):

Clayton, Laura. “Food Literacy Education: A Philosophical Perspective.” 2018. Web. 15 Jun 2019.

Vancouver:

Clayton L. Food Literacy Education: A Philosophical Perspective. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1807/89592.

Council of Science Editors:

Clayton L. Food Literacy Education: A Philosophical Perspective. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89592


University of Oregon

7. Dwoskin, Susan. Preparing Citizens: Reviving a Lost Educational Enterprise.

Degree: 2016, University of Oregon

 We have not had democratic classrooms since the 1960s. Even then they were a rarity, a few teachers working in isolation. There was a great… (more)

Subjects/Keywords: Critical democratic education; Multicultural education; Public school education; Social justice pedagogy

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APA (6th Edition):

Dwoskin, S. (2016). Preparing Citizens: Reviving a Lost Educational Enterprise. (Thesis). University of Oregon. Retrieved from http://hdl.handle.net/1794/19705

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):

Dwoskin, Susan. “Preparing Citizens: Reviving a Lost Educational Enterprise.” 2016. Thesis, University of Oregon. Accessed June 15, 2019. http://hdl.handle.net/1794/19705.

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

MLA Handbook (7th Edition):

Dwoskin, Susan. “Preparing Citizens: Reviving a Lost Educational Enterprise.” 2016. Web. 15 Jun 2019.

Vancouver:

Dwoskin S. Preparing Citizens: Reviving a Lost Educational Enterprise. [Internet] [Thesis]. University of Oregon; 2016. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1794/19705.

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

Council of Science Editors:

Dwoskin S. Preparing Citizens: Reviving a Lost Educational Enterprise. [Thesis]. University of Oregon; 2016. Available from: http://hdl.handle.net/1794/19705

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


University of Alberta

8. Mangiardi, Rosemarie. Youth Taking Action to Improve their Sex Education at Bellman Secondary.

Degree: PhD, Department of Secondary Education, 2013, University of Alberta

 Educational decision-makers rarely legitimize youth’s perspectives in constructing ‘effective’ sex education. In this study, I concentrated on what students have to say about this aspect… (more)

Subjects/Keywords: expressed needs; Foucault; sexual health education; youth; democratic education

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APA (6th Edition):

Mangiardi, R. (2013). Youth Taking Action to Improve their Sex Education at Bellman Secondary. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/bv73c182s

Chicago Manual of Style (16th Edition):

Mangiardi, Rosemarie. “Youth Taking Action to Improve their Sex Education at Bellman Secondary.” 2013. Doctoral Dissertation, University of Alberta. Accessed June 15, 2019. https://era.library.ualberta.ca/files/bv73c182s.

MLA Handbook (7th Edition):

Mangiardi, Rosemarie. “Youth Taking Action to Improve their Sex Education at Bellman Secondary.” 2013. Web. 15 Jun 2019.

Vancouver:

Mangiardi R. Youth Taking Action to Improve their Sex Education at Bellman Secondary. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2019 Jun 15]. Available from: https://era.library.ualberta.ca/files/bv73c182s.

Council of Science Editors:

Mangiardi R. Youth Taking Action to Improve their Sex Education at Bellman Secondary. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/bv73c182s


The Ohio State University

9. Greene, Pamela L. A Multi-Method Dispositional Study of the Intersection of Democratic Citizenship and Education Policy from the Unique Perspectives of Twenty State-level Policymakers.

Degree: PhD, ED Policy and Leadership, 2009, The Ohio State University

  While much attention is given to the extent to which P-12 students are sufficiently prepared to pass requisite standardized tests and accountability measures, far… (more)

Subjects/Keywords: Education; democracy; democratic citizenship; Q-methodology; education policy

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APA (6th Edition):

Greene, P. L. (2009). A Multi-Method Dispositional Study of the Intersection of Democratic Citizenship and Education Policy from the Unique Perspectives of Twenty State-level Policymakers. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1259743242

Chicago Manual of Style (16th Edition):

Greene, Pamela L. “A Multi-Method Dispositional Study of the Intersection of Democratic Citizenship and Education Policy from the Unique Perspectives of Twenty State-level Policymakers.” 2009. Doctoral Dissertation, The Ohio State University. Accessed June 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1259743242.

MLA Handbook (7th Edition):

Greene, Pamela L. “A Multi-Method Dispositional Study of the Intersection of Democratic Citizenship and Education Policy from the Unique Perspectives of Twenty State-level Policymakers.” 2009. Web. 15 Jun 2019.

Vancouver:

Greene PL. A Multi-Method Dispositional Study of the Intersection of Democratic Citizenship and Education Policy from the Unique Perspectives of Twenty State-level Policymakers. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Jun 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1259743242.

Council of Science Editors:

Greene PL. A Multi-Method Dispositional Study of the Intersection of Democratic Citizenship and Education Policy from the Unique Perspectives of Twenty State-level Policymakers. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1259743242


Wright State University

10. Shannon, Brooke M. The Value of Deliberative Democratic Practices to Civic Education.

Degree: MA, International and Comparative Politics, 2007, Wright State University

 The causal relationship between measures of deliberative democratic practices and quality of citizen participation were examined using selected variables from the International Association for the… (more)

Subjects/Keywords: deliberation; deliberative democracy; democratic education; civic education; citizenship preparation

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APA (6th Edition):

Shannon, B. M. (2007). The Value of Deliberative Democratic Practices to Civic Education. (Masters Thesis). Wright State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=wright1183659204

Chicago Manual of Style (16th Edition):

Shannon, Brooke M. “The Value of Deliberative Democratic Practices to Civic Education.” 2007. Masters Thesis, Wright State University. Accessed June 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=wright1183659204.

MLA Handbook (7th Edition):

Shannon, Brooke M. “The Value of Deliberative Democratic Practices to Civic Education.” 2007. Web. 15 Jun 2019.

Vancouver:

Shannon BM. The Value of Deliberative Democratic Practices to Civic Education. [Internet] [Masters thesis]. Wright State University; 2007. [cited 2019 Jun 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1183659204.

Council of Science Editors:

Shannon BM. The Value of Deliberative Democratic Practices to Civic Education. [Masters Thesis]. Wright State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=wright1183659204


Cornell University

11. Gardinier, Meg. From Global Projects To Classroom Practice: The Localization Of Democratic Citizenship Education In Post-Communist Albania .

Degree: 2012, Cornell University

 This dissertation examines the role of key educational actors in Albanian educational reform and democratization following the fall of the communist dictatorship. In the post-communist… (more)

Subjects/Keywords: Comparative and International Education; Democratic Citizenship Education; Teachers Work

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APA (6th Edition):

Gardinier, M. (2012). From Global Projects To Classroom Practice: The Localization Of Democratic Citizenship Education In Post-Communist Albania . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/31461

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):

Gardinier, Meg. “From Global Projects To Classroom Practice: The Localization Of Democratic Citizenship Education In Post-Communist Albania .” 2012. Thesis, Cornell University. Accessed June 15, 2019. http://hdl.handle.net/1813/31461.

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

MLA Handbook (7th Edition):

Gardinier, Meg. “From Global Projects To Classroom Practice: The Localization Of Democratic Citizenship Education In Post-Communist Albania .” 2012. Web. 15 Jun 2019.

Vancouver:

Gardinier M. From Global Projects To Classroom Practice: The Localization Of Democratic Citizenship Education In Post-Communist Albania . [Internet] [Thesis]. Cornell University; 2012. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1813/31461.

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

Council of Science Editors:

Gardinier M. From Global Projects To Classroom Practice: The Localization Of Democratic Citizenship Education In Post-Communist Albania . [Thesis]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/31461

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


University of the Western Cape

12. Lange, Randall Stephen. The contribution of student activities to citizenship education: a study of engagement at a South African research university .

Degree: 2014, University of the Western Cape

 This study seeks to determine to what extent undergraduate students in a research university in South Africa are involved in activities that contribute to citizenship… (more)

Subjects/Keywords: Democratic citizenship; Higher education; Citizenship education; Civic engagement

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APA (6th Edition):

Lange, R. S. (2014). The contribution of student activities to citizenship education: a study of engagement at a South African research university . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4469

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):

Lange, Randall Stephen. “The contribution of student activities to citizenship education: a study of engagement at a South African research university .” 2014. Thesis, University of the Western Cape. Accessed June 15, 2019. http://hdl.handle.net/11394/4469.

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

MLA Handbook (7th Edition):

Lange, Randall Stephen. “The contribution of student activities to citizenship education: a study of engagement at a South African research university .” 2014. Web. 15 Jun 2019.

Vancouver:

Lange RS. The contribution of student activities to citizenship education: a study of engagement at a South African research university . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/11394/4469.

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

Council of Science Editors:

Lange RS. The contribution of student activities to citizenship education: a study of engagement at a South African research university . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/4469

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


University of Minnesota

13. Glew, Scott. The Positive Affirmation of Peace: Education for Democratic Citizenship and Peace.

Degree: MA, Education, Curriculum and Instruction, 2015, University of Minnesota

 Fourteen years into the “War on Terror”, students are growing up in an environment in which war is both normal and something from which they… (more)

Subjects/Keywords: Democratic Citizenship Education; Discussion; Peace Education; Social Studies

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APA (6th Edition):

Glew, S. (2015). The Positive Affirmation of Peace: Education for Democratic Citizenship and Peace. (Masters Thesis). University of Minnesota. Retrieved from http://hdl.handle.net/11299/177043

Chicago Manual of Style (16th Edition):

Glew, Scott. “The Positive Affirmation of Peace: Education for Democratic Citizenship and Peace.” 2015. Masters Thesis, University of Minnesota. Accessed June 15, 2019. http://hdl.handle.net/11299/177043.

MLA Handbook (7th Edition):

Glew, Scott. “The Positive Affirmation of Peace: Education for Democratic Citizenship and Peace.” 2015. Web. 15 Jun 2019.

Vancouver:

Glew S. The Positive Affirmation of Peace: Education for Democratic Citizenship and Peace. [Internet] [Masters thesis]. University of Minnesota; 2015. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/11299/177043.

Council of Science Editors:

Glew S. The Positive Affirmation of Peace: Education for Democratic Citizenship and Peace. [Masters Thesis]. University of Minnesota; 2015. Available from: http://hdl.handle.net/11299/177043


SUNY College at Brockport

14. Formato, Sean. Equity and Democracy: A Push Towards Social Justice in the ELA Classroom.

Degree: MSEd, Education and Human Development, 2019, SUNY College at Brockport

  Despite the fact that schools demand character education, very little in terms of resources is devoted to infusing social justice into the ELA curriculum.… (more)

Subjects/Keywords: social justice; equity; english language arts; empathy; democratic education; Education

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APA (6th Edition):

Formato, S. (2019). Equity and Democracy: A Push Towards Social Justice in the ELA Classroom. (Thesis). SUNY College at Brockport. Retrieved from https://digitalcommons.brockport.edu/ehd_theses/1222

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):

Formato, Sean. “Equity and Democracy: A Push Towards Social Justice in the ELA Classroom.” 2019. Thesis, SUNY College at Brockport. Accessed June 15, 2019. https://digitalcommons.brockport.edu/ehd_theses/1222.

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

MLA Handbook (7th Edition):

Formato, Sean. “Equity and Democracy: A Push Towards Social Justice in the ELA Classroom.” 2019. Web. 15 Jun 2019.

Vancouver:

Formato S. Equity and Democracy: A Push Towards Social Justice in the ELA Classroom. [Internet] [Thesis]. SUNY College at Brockport; 2019. [cited 2019 Jun 15]. Available from: https://digitalcommons.brockport.edu/ehd_theses/1222.

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

Council of Science Editors:

Formato S. Equity and Democracy: A Push Towards Social Justice in the ELA Classroom. [Thesis]. SUNY College at Brockport; 2019. Available from: https://digitalcommons.brockport.edu/ehd_theses/1222

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


University of Arkansas

15. DeAngelis, Corey Adam. The Societal Impacts of Private School Choice around the World.

Degree: PhD, 2018, University of Arkansas

  With the 2016 presidential campaign and the appointment of Betsy DeVos as Education Secretary of the United States, private school choice – in the… (more)

Subjects/Keywords: Civic Education; Democratic Education; Non-cognitive Skills; Private Schooling; School Choice; School Vouchers; Education Policy

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APA (6th Edition):

DeAngelis, C. A. (2018). The Societal Impacts of Private School Choice around the World. (Doctoral Dissertation). University of Arkansas. Retrieved from https://scholarworks.uark.edu/etd/2661

Chicago Manual of Style (16th Edition):

DeAngelis, Corey Adam. “The Societal Impacts of Private School Choice around the World.” 2018. Doctoral Dissertation, University of Arkansas. Accessed June 15, 2019. https://scholarworks.uark.edu/etd/2661.

MLA Handbook (7th Edition):

DeAngelis, Corey Adam. “The Societal Impacts of Private School Choice around the World.” 2018. Web. 15 Jun 2019.

Vancouver:

DeAngelis CA. The Societal Impacts of Private School Choice around the World. [Internet] [Doctoral dissertation]. University of Arkansas; 2018. [cited 2019 Jun 15]. Available from: https://scholarworks.uark.edu/etd/2661.

Council of Science Editors:

DeAngelis CA. The Societal Impacts of Private School Choice around the World. [Doctoral Dissertation]. University of Arkansas; 2018. Available from: https://scholarworks.uark.edu/etd/2661


University of Melbourne

16. MUKHERJEE, MOUSUMI. Inclusive education and school reform in postcolonial India.

Degree: 2015, University of Melbourne

 Over the past two decades, a converging discourse has emerged around the world concerning the importance of socially inclusive education. In India, the idea of… (more)

Subjects/Keywords: inclusive education; equity; democratic school reform; girls’ education; missionary education; postcolonial theory; globalization; development

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APA (6th Edition):

MUKHERJEE, M. (2015). Inclusive education and school reform in postcolonial India. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/55426

Chicago Manual of Style (16th Edition):

MUKHERJEE, MOUSUMI. “Inclusive education and school reform in postcolonial India.” 2015. Doctoral Dissertation, University of Melbourne. Accessed June 15, 2019. http://hdl.handle.net/11343/55426.

MLA Handbook (7th Edition):

MUKHERJEE, MOUSUMI. “Inclusive education and school reform in postcolonial India.” 2015. Web. 15 Jun 2019.

Vancouver:

MUKHERJEE M. Inclusive education and school reform in postcolonial India. [Internet] [Doctoral dissertation]. University of Melbourne; 2015. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/11343/55426.

Council of Science Editors:

MUKHERJEE M. Inclusive education and school reform in postcolonial India. [Doctoral Dissertation]. University of Melbourne; 2015. Available from: http://hdl.handle.net/11343/55426


George Mason University

17. McCluskey, Neal. Education and Social Capital Maximization: Does Decentralization Hold the Key? .

Degree: 2013, George Mason University

 It is generally believed that government-run schooling is necessary to achieve social cohesion; diverse children must learn common values, a common culture, and have contact… (more)

Subjects/Keywords: Public policy; Education policy; Sociology; Contact Theory; Democratic Education; Education; Social Capital

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APA (6th Edition):

McCluskey, N. (2013). Education and Social Capital Maximization: Does Decentralization Hold the Key? . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/8271

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):

McCluskey, Neal. “Education and Social Capital Maximization: Does Decentralization Hold the Key? .” 2013. Thesis, George Mason University. Accessed June 15, 2019. http://hdl.handle.net/1920/8271.

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

MLA Handbook (7th Edition):

McCluskey, Neal. “Education and Social Capital Maximization: Does Decentralization Hold the Key? .” 2013. Web. 15 Jun 2019.

Vancouver:

McCluskey N. Education and Social Capital Maximization: Does Decentralization Hold the Key? . [Internet] [Thesis]. George Mason University; 2013. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1920/8271.

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

Council of Science Editors:

McCluskey N. Education and Social Capital Maximization: Does Decentralization Hold the Key? . [Thesis]. George Mason University; 2013. Available from: http://hdl.handle.net/1920/8271

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

18. Quevedo, Thelmelisa Lencione. Escola Projeto Âncora: gestação, nascimento e desenvolvimento.

Degree: Mestrado, Educação, 2014, University of São Paulo

O presente trabalho busca compreender o processo de consolidação da Escola Projeto Âncora, que declara se concretizar por meio de princípios democráticos. O objetivo é… (more)

Subjects/Keywords: Comunidades de aprendizagem; Democratic education; Educação democrática; Humanização; Humanization; Learning communities

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APA (6th Edition):

Quevedo, T. L. (2014). Escola Projeto Âncora: gestação, nascimento e desenvolvimento. (Masters Thesis). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08122014-124532/ ;

Chicago Manual of Style (16th Edition):

Quevedo, Thelmelisa Lencione. “Escola Projeto Âncora: gestação, nascimento e desenvolvimento.” 2014. Masters Thesis, University of São Paulo. Accessed June 15, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08122014-124532/ ;.

MLA Handbook (7th Edition):

Quevedo, Thelmelisa Lencione. “Escola Projeto Âncora: gestação, nascimento e desenvolvimento.” 2014. Web. 15 Jun 2019.

Vancouver:

Quevedo TL. Escola Projeto Âncora: gestação, nascimento e desenvolvimento. [Internet] [Masters thesis]. University of São Paulo; 2014. [cited 2019 Jun 15]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08122014-124532/ ;.

Council of Science Editors:

Quevedo TL. Escola Projeto Âncora: gestação, nascimento e desenvolvimento. [Masters Thesis]. University of São Paulo; 2014. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-08122014-124532/ ;

19. Brito, Angela do Ceu Ubaiára. Práticas de mediação de uma professora de educação infantil.

Degree: PhD, Educação, 2013, University of São Paulo

O presente trabalho na área de Psicologia e Educação tem como objeto de estudo práticas de mediação de uma professora em conjunto com a pesquisadora,… (more)

Subjects/Keywords: Democratic education; Educação democrática; Educational scales; Escalas educacionais; Mediação; Mediation

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APA (6th Edition):

Brito, A. d. C. U. (2013). Práticas de mediação de uma professora de educação infantil. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05062013-111320/ ;

Chicago Manual of Style (16th Edition):

Brito, Angela do Ceu Ubaiára. “Práticas de mediação de uma professora de educação infantil.” 2013. Doctoral Dissertation, University of São Paulo. Accessed June 15, 2019. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05062013-111320/ ;.

MLA Handbook (7th Edition):

Brito, Angela do Ceu Ubaiára. “Práticas de mediação de uma professora de educação infantil.” 2013. Web. 15 Jun 2019.

Vancouver:

Brito AdCU. Práticas de mediação de uma professora de educação infantil. [Internet] [Doctoral dissertation]. University of São Paulo; 2013. [cited 2019 Jun 15]. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05062013-111320/ ;.

Council of Science Editors:

Brito AdCU. Práticas de mediação de uma professora de educação infantil. [Doctoral Dissertation]. University of São Paulo; 2013. Available from: http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05062013-111320/ ;

20. Rufo, David. SELF-INITIATED CREATIVITY IN THE ELEMENTARY CLASSROOM.

Degree: PhD, Teaching and Leadership, 2016, Syracuse University

  In this study, the researcher used an action research methodology to investigate the self-initiated creative processes and artifacts of his fourth and fifth grade… (more)

Subjects/Keywords: agency; creativity; democratic classroom; elementary; empowerment; self-initiated creativity; Education

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APA (6th Edition):

Rufo, D. (2016). SELF-INITIATED CREATIVITY IN THE ELEMENTARY CLASSROOM. (Doctoral Dissertation). Syracuse University. Retrieved from https://surface.syr.edu/etd/623

Chicago Manual of Style (16th Edition):

Rufo, David. “SELF-INITIATED CREATIVITY IN THE ELEMENTARY CLASSROOM.” 2016. Doctoral Dissertation, Syracuse University. Accessed June 15, 2019. https://surface.syr.edu/etd/623.

MLA Handbook (7th Edition):

Rufo, David. “SELF-INITIATED CREATIVITY IN THE ELEMENTARY CLASSROOM.” 2016. Web. 15 Jun 2019.

Vancouver:

Rufo D. SELF-INITIATED CREATIVITY IN THE ELEMENTARY CLASSROOM. [Internet] [Doctoral dissertation]. Syracuse University; 2016. [cited 2019 Jun 15]. Available from: https://surface.syr.edu/etd/623.

Council of Science Editors:

Rufo D. SELF-INITIATED CREATIVITY IN THE ELEMENTARY CLASSROOM. [Doctoral Dissertation]. Syracuse University; 2016. Available from: https://surface.syr.edu/etd/623

21. CLAUDIA ROSANA CAMPOS PEREIRA. Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo.

Degree: 2011, Universidade Metodista de São Paulo

O presente trabalho tem a finalidade de apresentar a problemática da Gestão Democrática e Participativa na estrutura da rede estadual de ensino de São Paulo,… (more)

Subjects/Keywords: Educação; gestão democrática; participação; EDUCACAO; Education; democratic management; participation

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APA (6th Edition):

PEREIRA, C. R. C. (2011). Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo. (Thesis). Universidade Metodista de São Paulo. Retrieved from http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=2914

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):

PEREIRA, CLAUDIA ROSANA CAMPOS. “Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo.” 2011. Thesis, Universidade Metodista de São Paulo. Accessed June 15, 2019. http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=2914.

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

MLA Handbook (7th Edition):

PEREIRA, CLAUDIA ROSANA CAMPOS. “Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo.” 2011. Web. 15 Jun 2019.

Vancouver:

PEREIRA CRC. Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo. [Internet] [Thesis]. Universidade Metodista de São Paulo; 2011. [cited 2019 Jun 15]. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=2914.

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

Council of Science Editors:

PEREIRA CRC. Os entraves para a Gestão Democrática na rede estadual de ensino de São Paulo. [Thesis]. Universidade Metodista de São Paulo; 2011. Available from: http://ibict.metodista.br/tedeSimplificado/tde_busca/arquivo.php?codArquivo=2914

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


Georgia State University

22. Scruggs, Bernadette Butler. Learning Outcomes in Two Divergent Middle School String Orchestra Classroom Environments: A Comparison of a Learner-Centered and a Teacher-Centered Approach.

Degree: PhD, Music, 2009, Georgia State University

 This study investigated whether and in what ways a learner-centered instrumental music education classroom environment may nurture musical growth and independence. The mixed-methods design incorporated… (more)

Subjects/Keywords: music education; student leaders; democratic; constructivist; performance outcomes; musical growth; Music

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APA (6th Edition):

Scruggs, B. B. (2009). Learning Outcomes in Two Divergent Middle School String Orchestra Classroom Environments: A Comparison of a Learner-Centered and a Teacher-Centered Approach. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/music_diss/1

Chicago Manual of Style (16th Edition):

Scruggs, Bernadette Butler. “Learning Outcomes in Two Divergent Middle School String Orchestra Classroom Environments: A Comparison of a Learner-Centered and a Teacher-Centered Approach.” 2009. Doctoral Dissertation, Georgia State University. Accessed June 15, 2019. https://scholarworks.gsu.edu/music_diss/1.

MLA Handbook (7th Edition):

Scruggs, Bernadette Butler. “Learning Outcomes in Two Divergent Middle School String Orchestra Classroom Environments: A Comparison of a Learner-Centered and a Teacher-Centered Approach.” 2009. Web. 15 Jun 2019.

Vancouver:

Scruggs BB. Learning Outcomes in Two Divergent Middle School String Orchestra Classroom Environments: A Comparison of a Learner-Centered and a Teacher-Centered Approach. [Internet] [Doctoral dissertation]. Georgia State University; 2009. [cited 2019 Jun 15]. Available from: https://scholarworks.gsu.edu/music_diss/1.

Council of Science Editors:

Scruggs BB. Learning Outcomes in Two Divergent Middle School String Orchestra Classroom Environments: A Comparison of a Learner-Centered and a Teacher-Centered Approach. [Doctoral Dissertation]. Georgia State University; 2009. Available from: https://scholarworks.gsu.edu/music_diss/1


University of Toronto

23. McDonald, Gregory James. Walled Prison, Walled Garden – or Both? The GDR and Images of Education: Film Media’s Relationship to History and Memory of the German Democratic Republic in the Post-Wende Period.

Degree: 2016, University of Toronto

This paper first examines the broad context of German historiography, then moves on to specific recollections of educational life in the GDR. The paper then… (more)

Subjects/Keywords: education; film history; German Democratic Republic; memory; oral history; Wende; 0520

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APA (6th Edition):

McDonald, G. J. (2016). Walled Prison, Walled Garden – or Both? The GDR and Images of Education: Film Media’s Relationship to History and Memory of the German Democratic Republic in the Post-Wende Period. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/75358

Chicago Manual of Style (16th Edition):

McDonald, Gregory James. “Walled Prison, Walled Garden – or Both? The GDR and Images of Education: Film Media’s Relationship to History and Memory of the German Democratic Republic in the Post-Wende Period.” 2016. Masters Thesis, University of Toronto. Accessed June 15, 2019. http://hdl.handle.net/1807/75358.

MLA Handbook (7th Edition):

McDonald, Gregory James. “Walled Prison, Walled Garden – or Both? The GDR and Images of Education: Film Media’s Relationship to History and Memory of the German Democratic Republic in the Post-Wende Period.” 2016. Web. 15 Jun 2019.

Vancouver:

McDonald GJ. Walled Prison, Walled Garden – or Both? The GDR and Images of Education: Film Media’s Relationship to History and Memory of the German Democratic Republic in the Post-Wende Period. [Internet] [Masters thesis]. University of Toronto; 2016. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/1807/75358.

Council of Science Editors:

McDonald GJ. Walled Prison, Walled Garden – or Both? The GDR and Images of Education: Film Media’s Relationship to History and Memory of the German Democratic Republic in the Post-Wende Period. [Masters Thesis]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/75358

24. Bergquist, Matilda. Strong women with a soft heart : A minor field study about characteristics in the leadership of four women in the changing Thailand.

Degree: Education, 2008, Växjö University

  This research was conducted from an anthropology narrative approach and based on semistructured conversation interviews with four Thai women who owned their own businesses… (more)

Subjects/Keywords: Thailand; women leadership; culture; democratic; feminine; collectivistic; Education; Pedagogik

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APA (6th Edition):

Bergquist, M. (2008). Strong women with a soft heart : A minor field study about characteristics in the leadership of four women in the changing Thailand. (Thesis). Växjö University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1838

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):

Bergquist, Matilda. “Strong women with a soft heart : A minor field study about characteristics in the leadership of four women in the changing Thailand.” 2008. Thesis, Växjö University. Accessed June 15, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1838.

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

MLA Handbook (7th Edition):

Bergquist, Matilda. “Strong women with a soft heart : A minor field study about characteristics in the leadership of four women in the changing Thailand.” 2008. Web. 15 Jun 2019.

Vancouver:

Bergquist M. Strong women with a soft heart : A minor field study about characteristics in the leadership of four women in the changing Thailand. [Internet] [Thesis]. Växjö University; 2008. [cited 2019 Jun 15]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1838.

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

Council of Science Editors:

Bergquist M. Strong women with a soft heart : A minor field study about characteristics in the leadership of four women in the changing Thailand. [Thesis]. Växjö University; 2008. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-1838

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

25. Damian, Respicius Shumbusho. The Paradox of Voter Turnout in the 2010 Tanzania General Elections: The Case of Three Constituencies .

Degree: 2012, University of Dar es Salaam

 This study examined the causes of low voter turnout in the Tanzania 2010 general elections. The focus was on the general causes of low voter… (more)

Subjects/Keywords: Voter behaviour, Multiparty elections; Voter Turnout; Voter Education; Democratic Consolidation; Tanzania

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APA (6th Edition):

Damian, R. S. (2012). The Paradox of Voter Turnout in the 2010 Tanzania General Elections: The Case of Three Constituencies . (Masters Thesis). University of Dar es Salaam. Retrieved from http://hdl.handle.net/20.500.11810/5085

Chicago Manual of Style (16th Edition):

Damian, Respicius Shumbusho. “The Paradox of Voter Turnout in the 2010 Tanzania General Elections: The Case of Three Constituencies .” 2012. Masters Thesis, University of Dar es Salaam. Accessed June 15, 2019. http://hdl.handle.net/20.500.11810/5085.

MLA Handbook (7th Edition):

Damian, Respicius Shumbusho. “The Paradox of Voter Turnout in the 2010 Tanzania General Elections: The Case of Three Constituencies .” 2012. Web. 15 Jun 2019.

Vancouver:

Damian RS. The Paradox of Voter Turnout in the 2010 Tanzania General Elections: The Case of Three Constituencies . [Internet] [Masters thesis]. University of Dar es Salaam; 2012. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/20.500.11810/5085.

Council of Science Editors:

Damian RS. The Paradox of Voter Turnout in the 2010 Tanzania General Elections: The Case of Three Constituencies . [Masters Thesis]. University of Dar es Salaam; 2012. Available from: http://hdl.handle.net/20.500.11810/5085


University of Texas – Austin

26. Orsinger, Ann Kathryn. Developing democratic civic virtues through aesthetic education and design in public schools.

Degree: Government, 2014, University of Texas – Austin

 By consciously re-crafting K-12 American public schools through aesthetic design, the United States can improve civic education. Specifically, by paying attention to how school environments… (more)

Subjects/Keywords: School design; Democratic civic virtue; Civic education; Democracy; Aesthetics; Environmental behavior

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APA (6th Edition):

Orsinger, A. K. (2014). Developing democratic civic virtues through aesthetic education and design in public schools. (Thesis). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/26053

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):

Orsinger, Ann Kathryn. “Developing democratic civic virtues through aesthetic education and design in public schools.” 2014. Thesis, University of Texas – Austin. Accessed June 15, 2019. http://hdl.handle.net/2152/26053.

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

MLA Handbook (7th Edition):

Orsinger, Ann Kathryn. “Developing democratic civic virtues through aesthetic education and design in public schools.” 2014. Web. 15 Jun 2019.

Vancouver:

Orsinger AK. Developing democratic civic virtues through aesthetic education and design in public schools. [Internet] [Thesis]. University of Texas – Austin; 2014. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/2152/26053.

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

Council of Science Editors:

Orsinger AK. Developing democratic civic virtues through aesthetic education and design in public schools. [Thesis]. University of Texas – Austin; 2014. Available from: http://hdl.handle.net/2152/26053

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

27. McKenzie, Bedford M. Changing Democratic Theory into Democratic Action in Secondary Schools.

Degree: 1948, North Texas State Teachers College

The purpose of this study is to find what sound practices are available for the promotion of democratic living in the secondary school, and to determine how these practices can be applied to a program of action. Advisors/Committee Members: Brenholtz, Harold, b. 1894, Barton, Sam Beal.

Subjects/Keywords: democratic theory; Democracy and education.

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APA (6th Edition):

McKenzie, B. M. (1948). Changing Democratic Theory into Democratic Action in Secondary Schools. (Thesis). North Texas State Teachers College. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc75710/

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):

McKenzie, Bedford M. “Changing Democratic Theory into Democratic Action in Secondary Schools.” 1948. Thesis, North Texas State Teachers College. Accessed June 15, 2019. https://digital.library.unt.edu/ark:/67531/metadc75710/.

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

MLA Handbook (7th Edition):

McKenzie, Bedford M. “Changing Democratic Theory into Democratic Action in Secondary Schools.” 1948. Web. 15 Jun 2019.

Vancouver:

McKenzie BM. Changing Democratic Theory into Democratic Action in Secondary Schools. [Internet] [Thesis]. North Texas State Teachers College; 1948. [cited 2019 Jun 15]. Available from: https://digital.library.unt.edu/ark:/67531/metadc75710/.

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

Council of Science Editors:

McKenzie BM. Changing Democratic Theory into Democratic Action in Secondary Schools. [Thesis]. North Texas State Teachers College; 1948. Available from: https://digital.library.unt.edu/ark:/67531/metadc75710/

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


University of Pretoria

28. Joubert, Jacomina Christina. The life experiences and understanding of children as citizens in a democratic South Africa.

Degree: Early Childhood Education, 2008, University of Pretoria

 This inquiry is the exploration and understanding of a case study: the nine-year-old learners of an inner-city school in South Africa and their experiences of… (more)

Subjects/Keywords: Citizenship; Democratic identity; Participation; Citizenship education; Waghid's compassion / imaginative action; Democratic values; Democratic knowledge; Dewey's building / learning community; Postcolonial theory; Transforming society theory; South africa; Children; Social awareness; UCTD

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APA (6th Edition):

Joubert, J. (2008). The life experiences and understanding of children as citizens in a democratic South Africa. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/24839

Chicago Manual of Style (16th Edition):

Joubert, Jacomina. “The life experiences and understanding of children as citizens in a democratic South Africa.” 2008. Doctoral Dissertation, University of Pretoria. Accessed June 15, 2019. http://hdl.handle.net/2263/24839.

MLA Handbook (7th Edition):

Joubert, Jacomina. “The life experiences and understanding of children as citizens in a democratic South Africa.” 2008. Web. 15 Jun 2019.

Vancouver:

Joubert J. The life experiences and understanding of children as citizens in a democratic South Africa. [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2019 Jun 15]. Available from: http://hdl.handle.net/2263/24839.

Council of Science Editors:

Joubert J. The life experiences and understanding of children as citizens in a democratic South Africa. [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://hdl.handle.net/2263/24839


University of Pretoria

29. [No author]. The life experiences and understanding of children as citizens in a democratic South Africa .

Degree: 2008, University of Pretoria

 This inquiry is the exploration and understanding of a case study: the nine-year-old learners of an inner-city school in South Africa and their experiences of… (more)

Subjects/Keywords: Citizenship; Democratic identity; Participation; Citizenship education; Waghid's compassion / imaginative action; Democratic values; Democratic knowledge; Dewey's building / learning community; Postcolonial theory; Transforming society theory; South africa; Children; Social awareness; UCTD

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APA (6th Edition):

author], [. (2008). The life experiences and understanding of children as citizens in a democratic South Africa . (Doctoral Dissertation). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-05202008-182045/

Chicago Manual of Style (16th Edition):

author], [No. “The life experiences and understanding of children as citizens in a democratic South Africa .” 2008. Doctoral Dissertation, University of Pretoria. Accessed June 15, 2019. http://upetd.up.ac.za/thesis/available/etd-05202008-182045/.

MLA Handbook (7th Edition):

author], [No. “The life experiences and understanding of children as citizens in a democratic South Africa .” 2008. Web. 15 Jun 2019.

Vancouver:

author] [. The life experiences and understanding of children as citizens in a democratic South Africa . [Internet] [Doctoral dissertation]. University of Pretoria; 2008. [cited 2019 Jun 15]. Available from: http://upetd.up.ac.za/thesis/available/etd-05202008-182045/.

Council of Science Editors:

author] [. The life experiences and understanding of children as citizens in a democratic South Africa . [Doctoral Dissertation]. University of Pretoria; 2008. Available from: http://upetd.up.ac.za/thesis/available/etd-05202008-182045/


The Ohio State University

30. Waliaula, Anne Jebet. Teaching Local and Global Controversial Issues in the Social Studies Education: A Comparative Study of Kenyan and US High Schools.

Degree: PhD, EDU Teaching and Learning, 2011, The Ohio State University

  This qualitative study explored teachers’ construction of ideas about controversial issues in the United States mid-West high schools and in Kenyan high schools. Apart… (more)

Subjects/Keywords: Education; Social Studies Education; Social Studies; Education; Kenyan Education; Controversial Issues; Democratic Citizenship Education; Global Education

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Waliaula, A. J. (2011). Teaching Local and Global Controversial Issues in the Social Studies Education: A Comparative Study of Kenyan and US High Schools. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1306952318

Chicago Manual of Style (16th Edition):

Waliaula, Anne Jebet. “Teaching Local and Global Controversial Issues in the Social Studies Education: A Comparative Study of Kenyan and US High Schools.” 2011. Doctoral Dissertation, The Ohio State University. Accessed June 15, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1306952318.

MLA Handbook (7th Edition):

Waliaula, Anne Jebet. “Teaching Local and Global Controversial Issues in the Social Studies Education: A Comparative Study of Kenyan and US High Schools.” 2011. Web. 15 Jun 2019.

Vancouver:

Waliaula AJ. Teaching Local and Global Controversial Issues in the Social Studies Education: A Comparative Study of Kenyan and US High Schools. [Internet] [Doctoral dissertation]. The Ohio State University; 2011. [cited 2019 Jun 15]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306952318.

Council of Science Editors:

Waliaula AJ. Teaching Local and Global Controversial Issues in the Social Studies Education: A Comparative Study of Kenyan and US High Schools. [Doctoral Dissertation]. The Ohio State University; 2011. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1306952318

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