Advanced search options

Advanced Search Options 🞨

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

Find ETDs with:

in
/  
in
/  
in
/  
in

Written in Published in Earliest date Latest date

Sorted by

Results per page:

Sorted by: relevance · author · university · dateNew search

You searched for subject:(Dialogical). Showing records 1 – 30 of 316 total matches.

[1] [2] [3] [4] [5] … [11]

Search Limiters

Last 2 Years | English Only

Degrees

Levels

Languages

Country

▼ Search Limiters


Boston College

1. Collins, Christopher. Joseph Ratzinger's Theology of the Word: The Dialogical Structure of His Thought.

Degree: STD, Sacred Theology, 2012, Boston College

 Based upon his role as a peritus at Vatican II in the shaping of the Constitution on Divine Revelation, Dei Verbum, Ratzinger reflected back on… (more)

Subjects/Keywords: Benedict XVI; Dialogical; Ratzinger; Theology; Word

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Collins, C. (2012). Joseph Ratzinger's Theology of the Word: The Dialogical Structure of His Thought. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101454

Chicago Manual of Style (16th Edition):

Collins, Christopher. “Joseph Ratzinger's Theology of the Word: The Dialogical Structure of His Thought.” 2012. Doctoral Dissertation, Boston College. Accessed April 21, 2021. http://dlib.bc.edu/islandora/object/bc-ir:101454.

MLA Handbook (7th Edition):

Collins, Christopher. “Joseph Ratzinger's Theology of the Word: The Dialogical Structure of His Thought.” 2012. Web. 21 Apr 2021.

Vancouver:

Collins C. Joseph Ratzinger's Theology of the Word: The Dialogical Structure of His Thought. [Internet] [Doctoral dissertation]. Boston College; 2012. [cited 2021 Apr 21]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101454.

Council of Science Editors:

Collins C. Joseph Ratzinger's Theology of the Word: The Dialogical Structure of His Thought. [Doctoral Dissertation]. Boston College; 2012. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101454


University of Illinois – Chicago

2. Noyan, Gonca. Old Bridge as a Symbol of Multiculturalism: Global Discourse and Local Narratives in Mostar.

Degree: 2017, University of Illinois – Chicago

 This ethnographic study explores contested meanings attached to Old Bridge in Mostar, a unique, divided public space and also a UNESCO (United Nations Educational, Scientific… (more)

Subjects/Keywords: public space; globalization; dialogical narration; divided cities

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Noyan, G. (2017). Old Bridge as a Symbol of Multiculturalism: Global Discourse and Local Narratives in Mostar. (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/22227

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):

Noyan, Gonca. “Old Bridge as a Symbol of Multiculturalism: Global Discourse and Local Narratives in Mostar.” 2017. Thesis, University of Illinois – Chicago. Accessed April 21, 2021. http://hdl.handle.net/10027/22227.

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

MLA Handbook (7th Edition):

Noyan, Gonca. “Old Bridge as a Symbol of Multiculturalism: Global Discourse and Local Narratives in Mostar.” 2017. Web. 21 Apr 2021.

Vancouver:

Noyan G. Old Bridge as a Symbol of Multiculturalism: Global Discourse and Local Narratives in Mostar. [Internet] [Thesis]. University of Illinois – Chicago; 2017. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10027/22227.

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

Council of Science Editors:

Noyan G. Old Bridge as a Symbol of Multiculturalism: Global Discourse and Local Narratives in Mostar. [Thesis]. University of Illinois – Chicago; 2017. Available from: http://hdl.handle.net/10027/22227

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


Duquesne University

3. Ahiaba, Martin. Christian Supersessionism and the Dilemma of Dialogue in Jos Nigeria: Exploring Panikkar’s Dialogical Dialogue as a Paradigm for Interreligious Dialogue.

Degree: PhD, Theology, 2016, Duquesne University

  The Middle-belt and Northern Nigeria are notoriously known as the epicenter for ethnic and religious warfare. The hostility between the two dominant religions—Islam and… (more)

Subjects/Keywords: Cosmotheandrism; Dialogical Dialogue; Exclusivism; Inclusivism; Pluralism; Supersessionism

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Ahiaba, M. (2016). Christian Supersessionism and the Dilemma of Dialogue in Jos Nigeria: Exploring Panikkar’s Dialogical Dialogue as a Paradigm for Interreligious Dialogue. (Doctoral Dissertation). Duquesne University. Retrieved from https://dsc.duq.edu/etd/59

Chicago Manual of Style (16th Edition):

Ahiaba, Martin. “Christian Supersessionism and the Dilemma of Dialogue in Jos Nigeria: Exploring Panikkar’s Dialogical Dialogue as a Paradigm for Interreligious Dialogue.” 2016. Doctoral Dissertation, Duquesne University. Accessed April 21, 2021. https://dsc.duq.edu/etd/59.

MLA Handbook (7th Edition):

Ahiaba, Martin. “Christian Supersessionism and the Dilemma of Dialogue in Jos Nigeria: Exploring Panikkar’s Dialogical Dialogue as a Paradigm for Interreligious Dialogue.” 2016. Web. 21 Apr 2021.

Vancouver:

Ahiaba M. Christian Supersessionism and the Dilemma of Dialogue in Jos Nigeria: Exploring Panikkar’s Dialogical Dialogue as a Paradigm for Interreligious Dialogue. [Internet] [Doctoral dissertation]. Duquesne University; 2016. [cited 2021 Apr 21]. Available from: https://dsc.duq.edu/etd/59.

Council of Science Editors:

Ahiaba M. Christian Supersessionism and the Dilemma of Dialogue in Jos Nigeria: Exploring Panikkar’s Dialogical Dialogue as a Paradigm for Interreligious Dialogue. [Doctoral Dissertation]. Duquesne University; 2016. Available from: https://dsc.duq.edu/etd/59

4. Kay, Emma. Analysing multivoicedness : an examination of the dynamic interactional patterns between the voices of the self in clients who experience depression.

Degree: Thesis (Psych.D.), 2019, University of Roehampton

 Depression has been identified as being the predominant mental health problem worldwide, this recurrent disorder is linked to an increased inability to function, and a… (more)

Subjects/Keywords: Multivoicedness; Dialogical; I-positions; Meta position; Depression

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kay, E. (2019). Analysing multivoicedness : an examination of the dynamic interactional patterns between the voices of the self in clients who experience depression. (Doctoral Dissertation). University of Roehampton. Retrieved from https://pure.roehampton.ac.uk/portal/en/studentTheses/analysing-multivoicedness ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.800399

Chicago Manual of Style (16th Edition):

Kay, Emma. “Analysing multivoicedness : an examination of the dynamic interactional patterns between the voices of the self in clients who experience depression.” 2019. Doctoral Dissertation, University of Roehampton. Accessed April 21, 2021. https://pure.roehampton.ac.uk/portal/en/studentTheses/analysing-multivoicedness ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.800399.

MLA Handbook (7th Edition):

Kay, Emma. “Analysing multivoicedness : an examination of the dynamic interactional patterns between the voices of the self in clients who experience depression.” 2019. Web. 21 Apr 2021.

Vancouver:

Kay E. Analysing multivoicedness : an examination of the dynamic interactional patterns between the voices of the self in clients who experience depression. [Internet] [Doctoral dissertation]. University of Roehampton; 2019. [cited 2021 Apr 21]. Available from: https://pure.roehampton.ac.uk/portal/en/studentTheses/analysing-multivoicedness ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.800399.

Council of Science Editors:

Kay E. Analysing multivoicedness : an examination of the dynamic interactional patterns between the voices of the self in clients who experience depression. [Doctoral Dissertation]. University of Roehampton; 2019. Available from: https://pure.roehampton.ac.uk/portal/en/studentTheses/analysing-multivoicedness ; https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.800399


Montana Tech

5. Lynn, Eric Mark. TEACHERS AS WRITERS: OPENING THE DOOR TO DIALOGISM.

Degree: MA, 2014, Montana Tech

In an attempt to put better writing instruction into practice by learning from past mistakes, the author explores the potential benefits and perils that teachers who regularly write bring to their instruction and the promise and enactment of dialogical writing.

Subjects/Keywords: composition pedagogy; Teacher-writers; dialogical instruction

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lynn, E. M. (2014). TEACHERS AS WRITERS: OPENING THE DOOR TO DIALOGISM. (Masters Thesis). Montana Tech. Retrieved from https://scholarworks.umt.edu/etd/4215

Chicago Manual of Style (16th Edition):

Lynn, Eric Mark. “TEACHERS AS WRITERS: OPENING THE DOOR TO DIALOGISM.” 2014. Masters Thesis, Montana Tech. Accessed April 21, 2021. https://scholarworks.umt.edu/etd/4215.

MLA Handbook (7th Edition):

Lynn, Eric Mark. “TEACHERS AS WRITERS: OPENING THE DOOR TO DIALOGISM.” 2014. Web. 21 Apr 2021.

Vancouver:

Lynn EM. TEACHERS AS WRITERS: OPENING THE DOOR TO DIALOGISM. [Internet] [Masters thesis]. Montana Tech; 2014. [cited 2021 Apr 21]. Available from: https://scholarworks.umt.edu/etd/4215.

Council of Science Editors:

Lynn EM. TEACHERS AS WRITERS: OPENING THE DOOR TO DIALOGISM. [Masters Thesis]. Montana Tech; 2014. Available from: https://scholarworks.umt.edu/etd/4215


Tampere University

6. Arnkil, Marikki. "Mehän opimme enemmän kuin lapset" Opettaja dialogisena auktoriteettina .

Degree: 2019, Tampere University

 Tutkimukseni ydinkäsitteet ovat dialogi ja dialogisuus. Dialogista opettamista ja dialogia oppitunneilla on suomalaisessa koulukontekstissa tutkittu empiirisesti useimmiten vuorovaikutuksen näkökulmasta tai tietynlaisina opetusmenetelminä. Dialogifilosofiaan – kohtaamiseen… (more)

Subjects/Keywords: Dialogi ; dialogisuus ; kohtaaminen ; dialoginen auktoriteetti ; dialogin analyysi ; keskusteleva didaktiikka ; Dialogue ; dialogicity ; encounter ; dialogical authority ; dialogical analysis ; conversational didactics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Arnkil, M. (2019). "Mehän opimme enemmän kuin lapset" Opettaja dialogisena auktoriteettina . (Doctoral Dissertation). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/105506

Chicago Manual of Style (16th Edition):

Arnkil, Marikki. “"Mehän opimme enemmän kuin lapset" Opettaja dialogisena auktoriteettina .” 2019. Doctoral Dissertation, Tampere University. Accessed April 21, 2021. https://trepo.tuni.fi/handle/10024/105506.

MLA Handbook (7th Edition):

Arnkil, Marikki. “"Mehän opimme enemmän kuin lapset" Opettaja dialogisena auktoriteettina .” 2019. Web. 21 Apr 2021.

Vancouver:

Arnkil M. "Mehän opimme enemmän kuin lapset" Opettaja dialogisena auktoriteettina . [Internet] [Doctoral dissertation]. Tampere University; 2019. [cited 2021 Apr 21]. Available from: https://trepo.tuni.fi/handle/10024/105506.

Council of Science Editors:

Arnkil M. "Mehän opimme enemmän kuin lapset" Opettaja dialogisena auktoriteettina . [Doctoral Dissertation]. Tampere University; 2019. Available from: https://trepo.tuni.fi/handle/10024/105506


University of Rochester

7. Andrews, Amy A. Construction zones : building subjective landscapes through dialogical and discursive practices in psychotherapy.

Degree: PhD, 2019, University of Rochester

 Research on the language processes that shape subjective experience have focused, on one hand, on the influence of broad cultural discourses on identity production and,… (more)

Subjects/Keywords: Dialogical analysis; Discourse analysis; Internal family systems; Psychotherapy; Subject position.

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Andrews, A. A. (2019). Construction zones : building subjective landscapes through dialogical and discursive practices in psychotherapy. (Doctoral Dissertation). University of Rochester. Retrieved from http://hdl.handle.net/1802/34983

Chicago Manual of Style (16th Edition):

Andrews, Amy A. “Construction zones : building subjective landscapes through dialogical and discursive practices in psychotherapy.” 2019. Doctoral Dissertation, University of Rochester. Accessed April 21, 2021. http://hdl.handle.net/1802/34983.

MLA Handbook (7th Edition):

Andrews, Amy A. “Construction zones : building subjective landscapes through dialogical and discursive practices in psychotherapy.” 2019. Web. 21 Apr 2021.

Vancouver:

Andrews AA. Construction zones : building subjective landscapes through dialogical and discursive practices in psychotherapy. [Internet] [Doctoral dissertation]. University of Rochester; 2019. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1802/34983.

Council of Science Editors:

Andrews AA. Construction zones : building subjective landscapes through dialogical and discursive practices in psychotherapy. [Doctoral Dissertation]. University of Rochester; 2019. Available from: http://hdl.handle.net/1802/34983


Queensland University of Technology

8. Dillon, Lisette Helen. Gifted young adolescents : voices of self.

Degree: 2011, Queensland University of Technology

 Despite the challenges that giftedness can add to self-formation during early adolescence, gifted young adolescents seldom are asked about their lives outside of counselling and… (more)

Subjects/Keywords: dialogical self; email journals; gifted young adolescents; listening; voices; ODTA

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Dillon, L. H. (2011). Gifted young adolescents : voices of self. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/43399/

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):

Dillon, Lisette Helen. “Gifted young adolescents : voices of self.” 2011. Thesis, Queensland University of Technology. Accessed April 21, 2021. https://eprints.qut.edu.au/43399/.

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

MLA Handbook (7th Edition):

Dillon, Lisette Helen. “Gifted young adolescents : voices of self.” 2011. Web. 21 Apr 2021.

Vancouver:

Dillon LH. Gifted young adolescents : voices of self. [Internet] [Thesis]. Queensland University of Technology; 2011. [cited 2021 Apr 21]. Available from: https://eprints.qut.edu.au/43399/.

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

Council of Science Editors:

Dillon LH. Gifted young adolescents : voices of self. [Thesis]. Queensland University of Technology; 2011. Available from: https://eprints.qut.edu.au/43399/

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

9. Herne, KE. ‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools.

Degree: 2018, University of Tasmania

 School bullying is well recognised as a significant factor in adverse health, education and social outcomes for young people. Although parents are frequently represented as… (more)

Subjects/Keywords: school bullying; parents; cultural narratives; dialogical narrative analysis

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Herne, K. (2018). ‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/28687/1/Herne_whole_thesis.pdf ; https://eprints.utas.edu.au/28687/2/Herne-28687%20Thesis%20Appendix.pdf ; Herne, KE ORCID: 0000-0002-9483-9119 <https://orcid.org/0000-0002-9483-9119> 2018 , '‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools', PhD thesis, University of Tasmania.

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):

Herne, KE. “‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools.” 2018. Thesis, University of Tasmania. Accessed April 21, 2021. https://eprints.utas.edu.au/28687/1/Herne_whole_thesis.pdf ; https://eprints.utas.edu.au/28687/2/Herne-28687%20Thesis%20Appendix.pdf ; Herne, KE ORCID: 0000-0002-9483-9119 <https://orcid.org/0000-0002-9483-9119> 2018 , '‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools', PhD thesis, University of Tasmania..

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

MLA Handbook (7th Edition):

Herne, KE. “‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools.” 2018. Web. 21 Apr 2021.

Vancouver:

Herne K. ‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools. [Internet] [Thesis]. University of Tasmania; 2018. [cited 2021 Apr 21]. Available from: https://eprints.utas.edu.au/28687/1/Herne_whole_thesis.pdf ; https://eprints.utas.edu.au/28687/2/Herne-28687%20Thesis%20Appendix.pdf ; Herne, KE ORCID: 0000-0002-9483-9119 <https://orcid.org/0000-0002-9483-9119> 2018 , '‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools', PhD thesis, University of Tasmania..

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

Council of Science Editors:

Herne K. ‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools. [Thesis]. University of Tasmania; 2018. Available from: https://eprints.utas.edu.au/28687/1/Herne_whole_thesis.pdf ; https://eprints.utas.edu.au/28687/2/Herne-28687%20Thesis%20Appendix.pdf ; Herne, KE ORCID: 0000-0002-9483-9119 <https://orcid.org/0000-0002-9483-9119> 2018 , '‘Once you do your bit, what happens then?’ : A narrative study of parents' experiences of reporting bullying to schools', PhD thesis, University of Tasmania.

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


University of Wolverhampton

10. Hooker, Barbara Ann. The life stories of teachers in post compulsory education : a narrative exploration of teacher identity.

Degree: Thesis (EdD), 2016, University of Wolverhampton

 This thesis centres on a narrative inquiry of the life stories of teachers in Post Compulsory Education with the aim of exploring how the ‘self’… (more)

Subjects/Keywords: 371.102; Teachers' Narrative Life Stories; Emotions; Psychosocial Perspective; The Dialogical Self

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hooker, B. A. (2016). The life stories of teachers in post compulsory education : a narrative exploration of teacher identity. (Doctoral Dissertation). University of Wolverhampton. Retrieved from http://hdl.handle.net/2436/611696

Chicago Manual of Style (16th Edition):

Hooker, Barbara Ann. “The life stories of teachers in post compulsory education : a narrative exploration of teacher identity.” 2016. Doctoral Dissertation, University of Wolverhampton. Accessed April 21, 2021. http://hdl.handle.net/2436/611696.

MLA Handbook (7th Edition):

Hooker, Barbara Ann. “The life stories of teachers in post compulsory education : a narrative exploration of teacher identity.” 2016. Web. 21 Apr 2021.

Vancouver:

Hooker BA. The life stories of teachers in post compulsory education : a narrative exploration of teacher identity. [Internet] [Doctoral dissertation]. University of Wolverhampton; 2016. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/2436/611696.

Council of Science Editors:

Hooker BA. The life stories of teachers in post compulsory education : a narrative exploration of teacher identity. [Doctoral Dissertation]. University of Wolverhampton; 2016. Available from: http://hdl.handle.net/2436/611696


University of Toronto

11. Burks, Marlo Alexandra. Art's Challenge: An Analysis of the Role of Aesthetics in the Work of Hugo von Hofmannsthal.

Degree: PhD, 2016, University of Toronto

 Art poses itself to us as a challenge: when we confront a work of art, we are in turn confronted with the question of how… (more)

Subjects/Keywords: Aesthetic encounter; Dialogical philosophy; Ekphrasis; Hofmannsthal; Modernism; Philosophy and Literature; 0311

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Burks, M. A. (2016). Art's Challenge: An Analysis of the Role of Aesthetics in the Work of Hugo von Hofmannsthal. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/76373

Chicago Manual of Style (16th Edition):

Burks, Marlo Alexandra. “Art's Challenge: An Analysis of the Role of Aesthetics in the Work of Hugo von Hofmannsthal.” 2016. Doctoral Dissertation, University of Toronto. Accessed April 21, 2021. http://hdl.handle.net/1807/76373.

MLA Handbook (7th Edition):

Burks, Marlo Alexandra. “Art's Challenge: An Analysis of the Role of Aesthetics in the Work of Hugo von Hofmannsthal.” 2016. Web. 21 Apr 2021.

Vancouver:

Burks MA. Art's Challenge: An Analysis of the Role of Aesthetics in the Work of Hugo von Hofmannsthal. [Internet] [Doctoral dissertation]. University of Toronto; 2016. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/1807/76373.

Council of Science Editors:

Burks MA. Art's Challenge: An Analysis of the Role of Aesthetics in the Work of Hugo von Hofmannsthal. [Doctoral Dissertation]. University of Toronto; 2016. Available from: http://hdl.handle.net/1807/76373


University of Melbourne

12. Davies, Maree. Investigating the use of talk in middle and secondary classrooms.

Degree: 2016, University of Melbourne

 This thesis describes two projects which investigated effects of systematic interventions upon students’ patterns of productive engagement and discussion in group learning contexts. In the… (more)

Subjects/Keywords: critical thinking; dialogue; teacher development; dialogical discussions; secondary schools; middle schools

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Davies, M. (2016). Investigating the use of talk in middle and secondary classrooms. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/58262

Chicago Manual of Style (16th Edition):

Davies, Maree. “Investigating the use of talk in middle and secondary classrooms.” 2016. Doctoral Dissertation, University of Melbourne. Accessed April 21, 2021. http://hdl.handle.net/11343/58262.

MLA Handbook (7th Edition):

Davies, Maree. “Investigating the use of talk in middle and secondary classrooms.” 2016. Web. 21 Apr 2021.

Vancouver:

Davies M. Investigating the use of talk in middle and secondary classrooms. [Internet] [Doctoral dissertation]. University of Melbourne; 2016. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/11343/58262.

Council of Science Editors:

Davies M. Investigating the use of talk in middle and secondary classrooms. [Doctoral Dissertation]. University of Melbourne; 2016. Available from: http://hdl.handle.net/11343/58262


University of Southern California

13. Kopp, Rebecca Nichole. Sites of production: An examination of Jeremy Deller's It is what it is: Conversations about Iraq.

Degree: Master of Public Art Studies, Public Art Studies, 2011, University of Southern California

 For little over a decade artistic practice in the United States has become intently “focused upon on the sphere of inter-human relations” (Nicolas Bourriaud). Contemporary… (more)

Subjects/Keywords: social practice; Jeremy Deller; Iraq; dialogical practice; public sphere; public art

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kopp, R. N. (2011). Sites of production: An examination of Jeremy Deller's It is what it is: Conversations about Iraq. (Masters Thesis). University of Southern California. Retrieved from http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/469005/rec/5879

Chicago Manual of Style (16th Edition):

Kopp, Rebecca Nichole. “Sites of production: An examination of Jeremy Deller's It is what it is: Conversations about Iraq.” 2011. Masters Thesis, University of Southern California. Accessed April 21, 2021. http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/469005/rec/5879.

MLA Handbook (7th Edition):

Kopp, Rebecca Nichole. “Sites of production: An examination of Jeremy Deller's It is what it is: Conversations about Iraq.” 2011. Web. 21 Apr 2021.

Vancouver:

Kopp RN. Sites of production: An examination of Jeremy Deller's It is what it is: Conversations about Iraq. [Internet] [Masters thesis]. University of Southern California; 2011. [cited 2021 Apr 21]. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/469005/rec/5879.

Council of Science Editors:

Kopp RN. Sites of production: An examination of Jeremy Deller's It is what it is: Conversations about Iraq. [Masters Thesis]. University of Southern California; 2011. Available from: http://digitallibrary.usc.edu/cdm/compoundobject/collection/p15799coll127/id/469005/rec/5879


University of Georgia

14. Coombs, Dawan Lynn. Unsigned manuscripts.

Degree: 2014, University of Georgia

 This multiple-case qualitative study details seven-months of research conducted with five adolescent struggling readers, designed to examine their experiences in schools and the implications of… (more)

Subjects/Keywords: Reading; Literacy; Adolescent; Struggling readers; Identity; Bakhtin; Ricoeur; Dialogical self

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Coombs, D. L. (2014). Unsigned manuscripts. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27915

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):

Coombs, Dawan Lynn. “Unsigned manuscripts.” 2014. Thesis, University of Georgia. Accessed April 21, 2021. http://hdl.handle.net/10724/27915.

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

MLA Handbook (7th Edition):

Coombs, Dawan Lynn. “Unsigned manuscripts.” 2014. Web. 21 Apr 2021.

Vancouver:

Coombs DL. Unsigned manuscripts. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/10724/27915.

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

Council of Science Editors:

Coombs DL. Unsigned manuscripts. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27915

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


Tampere University

15. Wihersaari, Jari. Kohtaaminen- opettajuuden ydin? .

Degree: Kasvatustieteiden laitos - Department of Education, 2011, Tampere University

 TM Jari Wihersaari käsittelee ammattikasvatustieteen väitöstutkimuksessaan kohtaamista ja sen rakentumista opettajuuden ydintapahtumana. Kohtaamisesta ja sen tarpeesta eri muodoissaan ja yhteiskunnan eri alueilla käydään keskustelua. Toisen… (more)

Subjects/Keywords: Teachership ; education ; encountering ; dialogue ; dialogical philosophy ; Opettajuus ; kasvatus ; kohtaaminen ; dialogi ; dialogisuusfilosofia

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Wihersaari, J. (2011). Kohtaaminen- opettajuuden ydin? . (Doctoral Dissertation). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/66693

Chicago Manual of Style (16th Edition):

Wihersaari, Jari. “Kohtaaminen- opettajuuden ydin? .” 2011. Doctoral Dissertation, Tampere University. Accessed April 21, 2021. https://trepo.tuni.fi/handle/10024/66693.

MLA Handbook (7th Edition):

Wihersaari, Jari. “Kohtaaminen- opettajuuden ydin? .” 2011. Web. 21 Apr 2021.

Vancouver:

Wihersaari J. Kohtaaminen- opettajuuden ydin? . [Internet] [Doctoral dissertation]. Tampere University; 2011. [cited 2021 Apr 21]. Available from: https://trepo.tuni.fi/handle/10024/66693.

Council of Science Editors:

Wihersaari J. Kohtaaminen- opettajuuden ydin? . [Doctoral Dissertation]. Tampere University; 2011. Available from: https://trepo.tuni.fi/handle/10024/66693


Ohio University

16. Kang, Dongjing. Organizing for Languages Preservation, Community Enhancement, and Social Transformation in Kham Tibet: A Dialogical Ethnography.

Degree: PhD, Communication Studies (Communication), 2015, Ohio University

 UNESCO (2013) has reported that many Kham Tibetan languages are facing extinction and will disappear by the end of this century if nothing is done.… (more)

Subjects/Keywords: Communication; organizing; dialogue; dialogical ethnography; Tibet; Kham; relating; language

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kang, D. (2015). Organizing for Languages Preservation, Community Enhancement, and Social Transformation in Kham Tibet: A Dialogical Ethnography. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427315990

Chicago Manual of Style (16th Edition):

Kang, Dongjing. “Organizing for Languages Preservation, Community Enhancement, and Social Transformation in Kham Tibet: A Dialogical Ethnography.” 2015. Doctoral Dissertation, Ohio University. Accessed April 21, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427315990.

MLA Handbook (7th Edition):

Kang, Dongjing. “Organizing for Languages Preservation, Community Enhancement, and Social Transformation in Kham Tibet: A Dialogical Ethnography.” 2015. Web. 21 Apr 2021.

Vancouver:

Kang D. Organizing for Languages Preservation, Community Enhancement, and Social Transformation in Kham Tibet: A Dialogical Ethnography. [Internet] [Doctoral dissertation]. Ohio University; 2015. [cited 2021 Apr 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427315990.

Council of Science Editors:

Kang D. Organizing for Languages Preservation, Community Enhancement, and Social Transformation in Kham Tibet: A Dialogical Ethnography. [Doctoral Dissertation]. Ohio University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1427315990

17. Bezerra, Symone Nayara Calixto. A contribuição da análise dialógica do discurso para o ensino da escrita escolar: do blog ao artigo de opinião.

Degree: 2018, Universidade Federal da Paraíba; Programa de Pós-Graduação em Linguística; UFPB; Brasil; Linguística

Submitted by Eliane Freitas ([email protected]) on 2019-02-26T18:28:23Z No. of bitstreams: 2 license_rdf: 805 bytes, checksum: c4c98de35c20c53220c07884f4def27c (MD5) Arquivototal.pdf: 8824265 bytes, checksum: 4127c1f53ab1ea5c07469fb25dc90cc4 (MD5)

Made available… (more)

Subjects/Keywords: CNPQ::LINGUISTICA, LETRAS E ARTES::LINGUISTICA; Análise dialógica do discurso; Planejamento didático dialógico; Gênero discursivo; Vozes dialógicas; Rede dialógica; Dialogical analysis of discourse; Dialogical didactic planning; Discursive gender; Dialogical voices; Dialogical chain; Análisis dialógico del discurso; Planificación didáctica dialógica; Género discursivo; Voces dialógicas; Red dialógica

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Bezerra, S. N. C. (2018). A contribuição da análise dialógica do discurso para o ensino da escrita escolar: do blog ao artigo de opinião. (Doctoral Dissertation). Universidade Federal da Paraíba; Programa de Pós-Graduação em Linguística; UFPB; Brasil; Linguística. Retrieved from https://repositorio.ufpb.br/jspui/handle/123456789/13774

Chicago Manual of Style (16th Edition):

Bezerra, Symone Nayara Calixto. “A contribuição da análise dialógica do discurso para o ensino da escrita escolar: do blog ao artigo de opinião.” 2018. Doctoral Dissertation, Universidade Federal da Paraíba; Programa de Pós-Graduação em Linguística; UFPB; Brasil; Linguística. Accessed April 21, 2021. https://repositorio.ufpb.br/jspui/handle/123456789/13774.

MLA Handbook (7th Edition):

Bezerra, Symone Nayara Calixto. “A contribuição da análise dialógica do discurso para o ensino da escrita escolar: do blog ao artigo de opinião.” 2018. Web. 21 Apr 2021.

Vancouver:

Bezerra SNC. A contribuição da análise dialógica do discurso para o ensino da escrita escolar: do blog ao artigo de opinião. [Internet] [Doctoral dissertation]. Universidade Federal da Paraíba; Programa de Pós-Graduação em Linguística; UFPB; Brasil; Linguística; 2018. [cited 2021 Apr 21]. Available from: https://repositorio.ufpb.br/jspui/handle/123456789/13774.

Council of Science Editors:

Bezerra SNC. A contribuição da análise dialógica do discurso para o ensino da escrita escolar: do blog ao artigo de opinião. [Doctoral Dissertation]. Universidade Federal da Paraíba; Programa de Pós-Graduação em Linguística; UFPB; Brasil; Linguística; 2018. Available from: https://repositorio.ufpb.br/jspui/handle/123456789/13774

18. Inti Anny Queiroz. A arquitetônica da esfera político-cultural brasileira nos enunciados do Sistema Nacional de Cultura.

Degree: 2019, University of São Paulo

No início do século XXI, as políticas culturais mundiais começaram a tomar novos rumos após conferências promovidas em anos anteriores pela UNESCO, a fim de… (more)

Subjects/Keywords: Arquitetônica; Esfera; Relações dialógicas; Architectonic; Dialogical relations; Sphere

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Queiroz, I. A. (2019). A arquitetônica da esfera político-cultural brasileira nos enunciados do Sistema Nacional de Cultura. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/8/8142/tde-15082019-093817/

Chicago Manual of Style (16th Edition):

Queiroz, Inti Anny. “A arquitetônica da esfera político-cultural brasileira nos enunciados do Sistema Nacional de Cultura.” 2019. Doctoral Dissertation, University of São Paulo. Accessed April 21, 2021. http://www.teses.usp.br/teses/disponiveis/8/8142/tde-15082019-093817/.

MLA Handbook (7th Edition):

Queiroz, Inti Anny. “A arquitetônica da esfera político-cultural brasileira nos enunciados do Sistema Nacional de Cultura.” 2019. Web. 21 Apr 2021.

Vancouver:

Queiroz IA. A arquitetônica da esfera político-cultural brasileira nos enunciados do Sistema Nacional de Cultura. [Internet] [Doctoral dissertation]. University of São Paulo; 2019. [cited 2021 Apr 21]. Available from: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-15082019-093817/.

Council of Science Editors:

Queiroz IA. A arquitetônica da esfera político-cultural brasileira nos enunciados do Sistema Nacional de Cultura. [Doctoral Dissertation]. University of São Paulo; 2019. Available from: http://www.teses.usp.br/teses/disponiveis/8/8142/tde-15082019-093817/

19. Oliveira, Fabricio Costa de [UNESP]. Alternativas para uma nova educação: uma oportunidade para a transformação.

Degree: 2019, Universidade Estadual Paulista (UNESP)

Submitted by Fabricio Costa De Oliveira ([email protected]) on 2019-05-23T12:01:03Z No. of bitstreams: 1 Tese - Fabricio Costa de Oliveira.doc: 1061376 bytes, checksum: e6206e3a6d2755f37e413fb88fcabaf3 (MD5)

Rejected… (more)

Subjects/Keywords: CONANE; Alternativa para educação; Liderança dialógica; Alternative to education; Dialogical leadership

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Oliveira, F. C. d. [. (2019). Alternativas para uma nova educação: uma oportunidade para a transformação. (Doctoral Dissertation). Universidade Estadual Paulista (UNESP). Retrieved from http://hdl.handle.net/11449/182110

Chicago Manual of Style (16th Edition):

Oliveira, Fabricio Costa de [UNESP]. “Alternativas para uma nova educação: uma oportunidade para a transformação.” 2019. Doctoral Dissertation, Universidade Estadual Paulista (UNESP). Accessed April 21, 2021. http://hdl.handle.net/11449/182110.

MLA Handbook (7th Edition):

Oliveira, Fabricio Costa de [UNESP]. “Alternativas para uma nova educação: uma oportunidade para a transformação.” 2019. Web. 21 Apr 2021.

Vancouver:

Oliveira FCd[. Alternativas para uma nova educação: uma oportunidade para a transformação. [Internet] [Doctoral dissertation]. Universidade Estadual Paulista (UNESP); 2019. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/11449/182110.

Council of Science Editors:

Oliveira FCd[. Alternativas para uma nova educação: uma oportunidade para a transformação. [Doctoral Dissertation]. Universidade Estadual Paulista (UNESP); 2019. Available from: http://hdl.handle.net/11449/182110

20. Santos, Larissa Bueno dos [UNESP]. Humor e preconceito linguístico em Não sejA burro!: uma análise dialógica do discurso.

Degree: 2020, Universidade Estadual Paulista (UNESP)

Submitted by Larissa Bueno dos Santos ([email protected]) on 2020-07-28T13:39:25Z No. of bitstreams: 1 Dissertação-Larissa-Bueno-dos-Santos-versão-final-mesclado.pdf: 5688454 bytes, checksum: 4a446ca0c96e95eb2c75ed3c8b16530c (MD5)

Rejected by Carolina Lourenco null ([email protected]),… (more)

Subjects/Keywords: Análise dialógica do discurso; Humor; Sociolinguística; Vlog; Dialogical discourse analysis; Sociolinguistics

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Santos, L. B. d. [. (2020). Humor e preconceito linguístico em Não sejA burro!: uma análise dialógica do discurso. (Masters Thesis). Universidade Estadual Paulista (UNESP). Retrieved from http://hdl.handle.net/11449/193062

Chicago Manual of Style (16th Edition):

Santos, Larissa Bueno dos [UNESP]. “Humor e preconceito linguístico em Não sejA burro!: uma análise dialógica do discurso.” 2020. Masters Thesis, Universidade Estadual Paulista (UNESP). Accessed April 21, 2021. http://hdl.handle.net/11449/193062.

MLA Handbook (7th Edition):

Santos, Larissa Bueno dos [UNESP]. “Humor e preconceito linguístico em Não sejA burro!: uma análise dialógica do discurso.” 2020. Web. 21 Apr 2021.

Vancouver:

Santos LBd[. Humor e preconceito linguístico em Não sejA burro!: uma análise dialógica do discurso. [Internet] [Masters thesis]. Universidade Estadual Paulista (UNESP); 2020. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/11449/193062.

Council of Science Editors:

Santos LBd[. Humor e preconceito linguístico em Não sejA burro!: uma análise dialógica do discurso. [Masters Thesis]. Universidade Estadual Paulista (UNESP); 2020. Available from: http://hdl.handle.net/11449/193062

21. Viana, Vanessa Pansani [UNESP]. A literatura no livro didático Español !Entérate! (2009).

Degree: 2017, Universidade Estadual Paulista (UNESP)

Submitted by Vanessa Pansani Viana ([email protected]) on 2017-03-15T15:52:08Z No. of bitstreams: 1 Dissertação Español Entérate capa dura folha aprovação.pdf: 15956595 bytes, checksum: a258154d14d5c696ae2d265e83074470 (MD5)

Approved… (more)

Subjects/Keywords: Literatura; Livro didático; ELE; Alteridade; Dialogia; Literature; Textbook; Otherness; Dialogical

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Viana, V. P. [. (2017). A literatura no livro didático Español !Entérate! (2009). (Masters Thesis). Universidade Estadual Paulista (UNESP). Retrieved from http://hdl.handle.net/11449/149812

Chicago Manual of Style (16th Edition):

Viana, Vanessa Pansani [UNESP]. “A literatura no livro didático Español !Entérate! (2009).” 2017. Masters Thesis, Universidade Estadual Paulista (UNESP). Accessed April 21, 2021. http://hdl.handle.net/11449/149812.

MLA Handbook (7th Edition):

Viana, Vanessa Pansani [UNESP]. “A literatura no livro didático Español !Entérate! (2009).” 2017. Web. 21 Apr 2021.

Vancouver:

Viana VP[. A literatura no livro didático Español !Entérate! (2009). [Internet] [Masters thesis]. Universidade Estadual Paulista (UNESP); 2017. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/11449/149812.

Council of Science Editors:

Viana VP[. A literatura no livro didático Español !Entérate! (2009). [Masters Thesis]. Universidade Estadual Paulista (UNESP); 2017. Available from: http://hdl.handle.net/11449/149812


University of the Western Cape

22. Angaama, Daniel Angwe. Effects of using a dialogical argumentation instructional model to teach grade 11 learners some concepts of sound by means of indigenous musical instruments .

Degree: 2012, University of the Western Cape

 Two grade 11 classes of two high schools in Cape Town were taught some concepts of sound by means of indigenous musical instruments. The purpose… (more)

Subjects/Keywords: Toulmin’s argumentation pattern; Contiguity argumentation theory; Reiner et al.’s substance schema; Dialogical argumentation; Dialogical argumentation instructional model; Alternative conceptions; Conceptual understanding; Indigenous musical instruments; Indigenous beliefs; Sound propagation

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Angaama, D. A. (2012). Effects of using a dialogical argumentation instructional model to teach grade 11 learners some concepts of sound by means of indigenous musical instruments . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/3227

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):

Angaama, Daniel Angwe. “Effects of using a dialogical argumentation instructional model to teach grade 11 learners some concepts of sound by means of indigenous musical instruments .” 2012. Thesis, University of the Western Cape. Accessed April 21, 2021. http://hdl.handle.net/11394/3227.

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

MLA Handbook (7th Edition):

Angaama, Daniel Angwe. “Effects of using a dialogical argumentation instructional model to teach grade 11 learners some concepts of sound by means of indigenous musical instruments .” 2012. Web. 21 Apr 2021.

Vancouver:

Angaama DA. Effects of using a dialogical argumentation instructional model to teach grade 11 learners some concepts of sound by means of indigenous musical instruments . [Internet] [Thesis]. University of the Western Cape; 2012. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/11394/3227.

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

Council of Science Editors:

Angaama DA. Effects of using a dialogical argumentation instructional model to teach grade 11 learners some concepts of sound by means of indigenous musical instruments . [Thesis]. University of the Western Cape; 2012. Available from: http://hdl.handle.net/11394/3227

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


University of the Western Cape

23. Hlazo, Noluthando. Effects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightning .

Degree: 2014, University of the Western Cape

 The study employed a quasi-experimental design to determine the effect of DAIM on learners’ conceptions of lightning. The experimental group was taught using DAIM while… (more)

Subjects/Keywords: Toulmin’s argumentation pattern; Contiguity argumentation theory; Border crossing; Socio-cultural constructiviscm; Dialogical argumentation; Dialogical argumentation instructional model; Conceptual change; Indigenous beliefs; Quasi experimental design; Conceptions about lightning

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hlazo, N. (2014). Effects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightning . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/4000

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):

Hlazo, Noluthando. “Effects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightning .” 2014. Thesis, University of the Western Cape. Accessed April 21, 2021. http://hdl.handle.net/11394/4000.

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

MLA Handbook (7th Edition):

Hlazo, Noluthando. “Effects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightning .” 2014. Web. 21 Apr 2021.

Vancouver:

Hlazo N. Effects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightning . [Internet] [Thesis]. University of the Western Cape; 2014. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/11394/4000.

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

Council of Science Editors:

Hlazo N. Effects of a dialogical argumentation instructional model on grade 10 learners’ conceptions of lightning . [Thesis]. University of the Western Cape; 2014. Available from: http://hdl.handle.net/11394/4000

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


University of Pretoria

24. Swanepoel, Hanlie. Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome.

Degree: Educational Psychology, 2013, University of Pretoria

 The aim of the research undertaken was to answer the question “How do insights during Inclusive Learning Support Programme (ILSP) meetings between parents and teachers… (more)

Subjects/Keywords: Inclusive Education; Dialogue; Monologue; Positions; Shadow positions; Position repertoire; Dialogical Self theory; Positioning theory; Phenomenology; Spatiotemporal linguistic; Dialogical space; Short term and long term goals; Learning support; Assessment; UCTD

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Swanepoel, H. (2013). Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/40367

Chicago Manual of Style (16th Edition):

Swanepoel, Hanlie. “Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome.” 2013. Masters Thesis, University of Pretoria. Accessed April 21, 2021. http://hdl.handle.net/2263/40367.

MLA Handbook (7th Edition):

Swanepoel, Hanlie. “Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome.” 2013. Web. 21 Apr 2021.

Vancouver:

Swanepoel H. Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2021 Apr 21]. Available from: http://hdl.handle.net/2263/40367.

Council of Science Editors:

Swanepoel H. Communicating expectations during inclusive learning programme meetings with parents of children with down syndrome. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/40367

25. Roese, Mayla Willik Valenti. Educação ambiental dialógico-crítica e a conservação da biodiversidade no entorno de áreas protegidas.

Degree: 2014, Universidade Federal de São Carlos; Programa de Pós-Graduação em Ecologia e Recursos Naturais – PPGERN; UFSCar; BR

Financiadora de Estudos e Projetos

O objetivo geral deste trabalho foi compreender os limites e as potencialidades do desenvolvimento de programas de educação ambiental para… (more)

Subjects/Keywords: Educação ambiental; Aprendizagem dialógica; Diversidade biológica; Educação ambiental dialógicocrítica; Metodologia comunicativa-crítica; Puma concolor; Onça parda; Biodiversity; Critical communicative methodology; Critical dialogical environmental education; Dialogical learning; CIENCIAS BIOLOGICAS::ECOLOGIA

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Roese, M. W. V. (2014). Educação ambiental dialógico-crítica e a conservação da biodiversidade no entorno de áreas protegidas. (Doctoral Dissertation). Universidade Federal de São Carlos; Programa de Pós-Graduação em Ecologia e Recursos Naturais – PPGERN; UFSCar; BR. Retrieved from https://repositorio.ufscar.br/handle/ufscar/1838

Chicago Manual of Style (16th Edition):

Roese, Mayla Willik Valenti. “Educação ambiental dialógico-crítica e a conservação da biodiversidade no entorno de áreas protegidas.” 2014. Doctoral Dissertation, Universidade Federal de São Carlos; Programa de Pós-Graduação em Ecologia e Recursos Naturais – PPGERN; UFSCar; BR. Accessed April 21, 2021. https://repositorio.ufscar.br/handle/ufscar/1838.

MLA Handbook (7th Edition):

Roese, Mayla Willik Valenti. “Educação ambiental dialógico-crítica e a conservação da biodiversidade no entorno de áreas protegidas.” 2014. Web. 21 Apr 2021.

Vancouver:

Roese MWV. Educação ambiental dialógico-crítica e a conservação da biodiversidade no entorno de áreas protegidas. [Internet] [Doctoral dissertation]. Universidade Federal de São Carlos; Programa de Pós-Graduação em Ecologia e Recursos Naturais – PPGERN; UFSCar; BR; 2014. [cited 2021 Apr 21]. Available from: https://repositorio.ufscar.br/handle/ufscar/1838.

Council of Science Editors:

Roese MWV. Educação ambiental dialógico-crítica e a conservação da biodiversidade no entorno de áreas protegidas. [Doctoral Dissertation]. Universidade Federal de São Carlos; Programa de Pós-Graduação em Ecologia e Recursos Naturais – PPGERN; UFSCar; BR; 2014. Available from: https://repositorio.ufscar.br/handle/ufscar/1838

26. Reginaldo de Jesus. O ensino de literatura na educação profissional agrícola numa perspectiva dialógica: formando leitores. 2010.

Degree: 2010, Universidade Federal Rural do Rio de Janeiro

The present work aimed to study the process of understanding literary texts and the construction of concepts in literature, from a teaching and learning experience… (more)

Subjects/Keywords: interações dialógicas; ensino de literatura; formação de leitores; EDUCACAO; literature teaching; dialogical interactions; training readers

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Jesus, R. d. (2010). O ensino de literatura na educação profissional agrícola numa perspectiva dialógica: formando leitores. 2010. (Thesis). Universidade Federal Rural do Rio de Janeiro. Retrieved from http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1432

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):

Jesus, Reginaldo de. “O ensino de literatura na educação profissional agrícola numa perspectiva dialógica: formando leitores. 2010.” 2010. Thesis, Universidade Federal Rural do Rio de Janeiro. Accessed April 21, 2021. http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1432.

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

MLA Handbook (7th Edition):

Jesus, Reginaldo de. “O ensino de literatura na educação profissional agrícola numa perspectiva dialógica: formando leitores. 2010.” 2010. Web. 21 Apr 2021.

Vancouver:

Jesus Rd. O ensino de literatura na educação profissional agrícola numa perspectiva dialógica: formando leitores. 2010. [Internet] [Thesis]. Universidade Federal Rural do Rio de Janeiro; 2010. [cited 2021 Apr 21]. Available from: http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1432.

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

Council of Science Editors:

Jesus Rd. O ensino de literatura na educação profissional agrícola numa perspectiva dialógica: formando leitores. 2010. [Thesis]. Universidade Federal Rural do Rio de Janeiro; 2010. Available from: http://bdtd.ufrrj.br//tde_busca/arquivo.php?codArquivo=1432

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


University of California – San Diego

27. Kelley Jr., Bill Edward. Experiments in Liberation: Contemporary Art, Dialogue and Pedagogy.

Degree: Art History, Theory and Criticism, 2016, University of California – San Diego

 Contemporary community-based practices in Latin America have a unique lineage and history with dialogically-driven methodologies that were promoted by the Liberation Theology movement within the… (more)

Subjects/Keywords: Art history; Education history; community art; dialogical art; Liberation Theology; Pedagogy; social pratice

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Kelley Jr., B. E. (2016). Experiments in Liberation: Contemporary Art, Dialogue and Pedagogy. (Thesis). University of California – San Diego. Retrieved from http://www.escholarship.org/uc/item/9k4252x2

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):

Kelley Jr., Bill Edward. “Experiments in Liberation: Contemporary Art, Dialogue and Pedagogy.” 2016. Thesis, University of California – San Diego. Accessed April 21, 2021. http://www.escholarship.org/uc/item/9k4252x2.

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

MLA Handbook (7th Edition):

Kelley Jr., Bill Edward. “Experiments in Liberation: Contemporary Art, Dialogue and Pedagogy.” 2016. Web. 21 Apr 2021.

Vancouver:

Kelley Jr. BE. Experiments in Liberation: Contemporary Art, Dialogue and Pedagogy. [Internet] [Thesis]. University of California – San Diego; 2016. [cited 2021 Apr 21]. Available from: http://www.escholarship.org/uc/item/9k4252x2.

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

Council of Science Editors:

Kelley Jr. BE. Experiments in Liberation: Contemporary Art, Dialogue and Pedagogy. [Thesis]. University of California – San Diego; 2016. Available from: http://www.escholarship.org/uc/item/9k4252x2

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


Universidade do Rio Grande do Norte

28. Lima, Raimundo Marcio Ribeiro. Participação administrativa processual na administração pública dialógica .

Degree: 2012, Universidade do Rio Grande do Norte

 The dissertation, which is based on the deductive method, by using general concepts of the theory of the administrative participation in the administrative process, addresses… (more)

Subjects/Keywords: Participação administrativa; Processo administrativo; Administração pública dialógica; Administrative participation; Administrative procedure; Public administration dialogical

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Lima, R. M. R. (2012). Participação administrativa processual na administração pública dialógica . (Thesis). Universidade do Rio Grande do Norte. Retrieved from http://repositorio.ufrn.br/handle/123456789/13933

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):

Lima, Raimundo Marcio Ribeiro. “Participação administrativa processual na administração pública dialógica .” 2012. Thesis, Universidade do Rio Grande do Norte. Accessed April 21, 2021. http://repositorio.ufrn.br/handle/123456789/13933.

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

MLA Handbook (7th Edition):

Lima, Raimundo Marcio Ribeiro. “Participação administrativa processual na administração pública dialógica .” 2012. Web. 21 Apr 2021.

Vancouver:

Lima RMR. Participação administrativa processual na administração pública dialógica . [Internet] [Thesis]. Universidade do Rio Grande do Norte; 2012. [cited 2021 Apr 21]. Available from: http://repositorio.ufrn.br/handle/123456789/13933.

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

Council of Science Editors:

Lima RMR. Participação administrativa processual na administração pública dialógica . [Thesis]. Universidade do Rio Grande do Norte; 2012. Available from: http://repositorio.ufrn.br/handle/123456789/13933

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


Universidade de Brasília

29. Nanci Martins de Paula. Crianças pequenas_dois anos_ no ciberespaço: interatividade possível?.

Degree: 2009, Universidade de Brasília

The research presented for the development of this thesis aimed to investigate the introduction of two-years-old children to cyberspace, followed up by the mediator teachers,… (more)

Subjects/Keywords: crianças; children; educação infantil; ciberespaço e educação dialógica; child education; cyberspace and dialogical education; EDUCACAO

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Paula, N. M. d. (2009). Crianças pequenas_dois anos_ no ciberespaço: interatividade possível?. (Thesis). Universidade de Brasília. Retrieved from http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5337

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):

Paula, Nanci Martins de. “Crianças pequenas_dois anos_ no ciberespaço: interatividade possível?.” 2009. Thesis, Universidade de Brasília. Accessed April 21, 2021. http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5337.

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

MLA Handbook (7th Edition):

Paula, Nanci Martins de. “Crianças pequenas_dois anos_ no ciberespaço: interatividade possível?.” 2009. Web. 21 Apr 2021.

Vancouver:

Paula NMd. Crianças pequenas_dois anos_ no ciberespaço: interatividade possível?. [Internet] [Thesis]. Universidade de Brasília; 2009. [cited 2021 Apr 21]. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5337.

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

Council of Science Editors:

Paula NMd. Crianças pequenas_dois anos_ no ciberespaço: interatividade possível?. [Thesis]. Universidade de Brasília; 2009. Available from: http://bdtd.bce.unb.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=5337

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

30. Adriana Silva Teles Boudoux. ENTRE O CÃU E O INFERNO: GARIMPANDO REPRESENTAÃÃES IDENTITÃRIAS NO ROMANCE DAS LAVRAS DIAMANTINAS.

Degree: 2008, UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA

Este trabalho estuda as representaÃÃes identitÃrias na produÃÃo romanesca das Lavras Diamantinas (regiÃo correspondente aos municÃpios de MucugÃ, AndaraÃ, Palmeiras e LenÃÃis), especialmente em Cascalho… (more)

Subjects/Keywords: Identidade; Representation; LITERATURA BRASILEIRA; Identity; RepresentaÃÃo; Literature; Literatura; Dialogical relations.; Romance; RelaÃÃes dialÃgicas.; Romanceâs

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Boudoux, A. S. T. (2008). ENTRE O CÃU E O INFERNO: GARIMPANDO REPRESENTAÃÃES IDENTITÃRIAS NO ROMANCE DAS LAVRAS DIAMANTINAS. (Thesis). UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA. Retrieved from http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=95 ; http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=96

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):

Boudoux, Adriana Silva Teles. “ENTRE O CÃU E O INFERNO: GARIMPANDO REPRESENTAÃÃES IDENTITÃRIAS NO ROMANCE DAS LAVRAS DIAMANTINAS.” 2008. Thesis, UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA. Accessed April 21, 2021. http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=95 ; http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=96.

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

MLA Handbook (7th Edition):

Boudoux, Adriana Silva Teles. “ENTRE O CÃU E O INFERNO: GARIMPANDO REPRESENTAÃÃES IDENTITÃRIAS NO ROMANCE DAS LAVRAS DIAMANTINAS.” 2008. Web. 21 Apr 2021.

Vancouver:

Boudoux AST. ENTRE O CÃU E O INFERNO: GARIMPANDO REPRESENTAÃÃES IDENTITÃRIAS NO ROMANCE DAS LAVRAS DIAMANTINAS. [Internet] [Thesis]. UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA; 2008. [cited 2021 Apr 21]. Available from: http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=95 ; http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=96.

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

Council of Science Editors:

Boudoux AST. ENTRE O CÃU E O INFERNO: GARIMPANDO REPRESENTAÃÃES IDENTITÃRIAS NO ROMANCE DAS LAVRAS DIAMANTINAS. [Thesis]. UNIVERSIDADE ESTADUAL DE FEIRA DE SANTANA; 2008. Available from: http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=95 ; http://tede.uefs.br/tedesimplificado/tde_busca/arquivo.php?codArquivo=96

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

[1] [2] [3] [4] [5] … [11]

.