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Dates: Last 2 Years University: Loyola University Chicago  

You searched for subject:(EDUCATION). Showing records 1 – 28 of 28 total matches.

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Loyola University Chicago

1. Motley, Roman. Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions.

Degree: MA, Education, 2018, Loyola University Chicago

  There is an almost symbiotic relationship between the Democratic Party and labor unions. Labor unions emerged as the largest donors and staunchest organizers for… (more)

Subjects/Keywords: Education Policy

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APA (6th Edition):

Motley, R. (2018). Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/3751

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):

Motley, Roman. “Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_theses/3751.

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

MLA Handbook (7th Edition):

Motley, Roman. “Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions.” 2018. Web. 20 Aug 2019.

Vancouver:

Motley R. Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_theses/3751.

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

Council of Science Editors:

Motley R. Union Busted: Understanding the Relationship Between Democrats, Republicans, and Teachers’ Unions. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_theses/3751

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


Loyola University Chicago

2. Richardson, Theoni. Culturally Relevant Choral Music Pedagogy and Student Feedback.

Degree: MA, Education, 2018, Loyola University Chicago

  The purpose of this teacher action research study was to assess choral education pedagogy through the perspective of high school choir students. The research… (more)

Subjects/Keywords: Music Education

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APA (6th Edition):

Richardson, T. (2018). Culturally Relevant Choral Music Pedagogy and Student Feedback. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/3704

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):

Richardson, Theoni. “Culturally Relevant Choral Music Pedagogy and Student Feedback.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_theses/3704.

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

MLA Handbook (7th Edition):

Richardson, Theoni. “Culturally Relevant Choral Music Pedagogy and Student Feedback.” 2018. Web. 20 Aug 2019.

Vancouver:

Richardson T. Culturally Relevant Choral Music Pedagogy and Student Feedback. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_theses/3704.

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

Council of Science Editors:

Richardson T. Culturally Relevant Choral Music Pedagogy and Student Feedback. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_theses/3704

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


Loyola University Chicago

3. Tienou-Gustafson, Lea. An Exploratory Study of Factors Influencing the Success of Refugee Youth in College and University.

Degree: MA, Education, 2018, Loyola University Chicago

  The educational needs, challenges and outcomes of refugee youth in the United States have been studied a great deal, particularly in regard to primary… (more)

Subjects/Keywords: Higher Education Administration

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APA (6th Edition):

Tienou-Gustafson, L. (2018). An Exploratory Study of Factors Influencing the Success of Refugee Youth in College and University. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/3710

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):

Tienou-Gustafson, Lea. “An Exploratory Study of Factors Influencing the Success of Refugee Youth in College and University.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_theses/3710.

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

MLA Handbook (7th Edition):

Tienou-Gustafson, Lea. “An Exploratory Study of Factors Influencing the Success of Refugee Youth in College and University.” 2018. Web. 20 Aug 2019.

Vancouver:

Tienou-Gustafson L. An Exploratory Study of Factors Influencing the Success of Refugee Youth in College and University. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_theses/3710.

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

Council of Science Editors:

Tienou-Gustafson L. An Exploratory Study of Factors Influencing the Success of Refugee Youth in College and University. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_theses/3710

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


Loyola University Chicago

4. Ferrari, Jennifer Lynne. Leading Effective Change in Schools of the 21st Century: The Attributes, Behaviors, and Practices of Effective School Principals.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  In a period of tremendous change, as the educational landscape shifts to ensure our students are well prepared for new and unknown futures, the… (more)

Subjects/Keywords: Education; Education Administration; Education Leadership; Principal Leadership; Educational Leadership

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APA (6th Edition):

Ferrari, J. L. (2018). Leading Effective Change in Schools of the 21st Century: The Attributes, Behaviors, and Practices of Effective School Principals. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2798

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):

Ferrari, Jennifer Lynne. “Leading Effective Change in Schools of the 21st Century: The Attributes, Behaviors, and Practices of Effective School Principals.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2798.

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

MLA Handbook (7th Edition):

Ferrari, Jennifer Lynne. “Leading Effective Change in Schools of the 21st Century: The Attributes, Behaviors, and Practices of Effective School Principals.” 2018. Web. 20 Aug 2019.

Vancouver:

Ferrari JL. Leading Effective Change in Schools of the 21st Century: The Attributes, Behaviors, and Practices of Effective School Principals. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2798.

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

Council of Science Editors:

Ferrari JL. Leading Effective Change in Schools of the 21st Century: The Attributes, Behaviors, and Practices of Effective School Principals. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2798

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


Loyola University Chicago

5. Carlson, Jenna. Analysis of a University-Informal Partnership for Teacher Education.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  Mutual beneficial partnerships for teacher preparation are vital to universities. One of the untapped resources for teacher preparation are Informal Education Institutions (IEI). Some… (more)

Subjects/Keywords: Informal Education Institutions; Interpretive; Partnerships; Relationships; Teacher Education; University-Museum Partnerships; Education

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APA (6th Edition):

Carlson, J. (2018). Analysis of a University-Informal Partnership for Teacher Education. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2781

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):

Carlson, Jenna. “Analysis of a University-Informal Partnership for Teacher Education.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2781.

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

MLA Handbook (7th Edition):

Carlson, Jenna. “Analysis of a University-Informal Partnership for Teacher Education.” 2018. Web. 20 Aug 2019.

Vancouver:

Carlson J. Analysis of a University-Informal Partnership for Teacher Education. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2781.

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

Council of Science Editors:

Carlson J. Analysis of a University-Informal Partnership for Teacher Education. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2781

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


Loyola University Chicago

6. Mantilla Blanco, Paula Liliana. Teaching and Telling Difficult Stories: An Analysis of Colombian Narratives of Violence.

Degree: MA, Education, 2018, Loyola University Chicago

  Making sense of chaos takes a narrative form. It is for that reason that efforts to find and comprehend narratives commonly follow violent events.… (more)

Subjects/Keywords: Colombia; History; Narrative; Textbooks; Education

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APA (6th Edition):

Mantilla Blanco, P. L. (2018). Teaching and Telling Difficult Stories: An Analysis of Colombian Narratives of Violence. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/3749

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):

Mantilla Blanco, Paula Liliana. “Teaching and Telling Difficult Stories: An Analysis of Colombian Narratives of Violence.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_theses/3749.

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

MLA Handbook (7th Edition):

Mantilla Blanco, Paula Liliana. “Teaching and Telling Difficult Stories: An Analysis of Colombian Narratives of Violence.” 2018. Web. 20 Aug 2019.

Vancouver:

Mantilla Blanco PL. Teaching and Telling Difficult Stories: An Analysis of Colombian Narratives of Violence. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_theses/3749.

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

Council of Science Editors:

Mantilla Blanco PL. Teaching and Telling Difficult Stories: An Analysis of Colombian Narratives of Violence. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_theses/3749

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


Loyola University Chicago

7. Chavez, Marlene. Examining the Experiences of Latinx Stem Baccalaureates.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  Examining the Experiences of Latinx STEM Baccalaureates is a qualitative research study of Latinx who graduated with a bachelor's degree in an area of… (more)

Subjects/Keywords: Curriculum and Instruction; Education

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APA (6th Edition):

Chavez, M. (2018). Examining the Experiences of Latinx Stem Baccalaureates. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2786

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):

Chavez, Marlene. “Examining the Experiences of Latinx Stem Baccalaureates.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2786.

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

MLA Handbook (7th Edition):

Chavez, Marlene. “Examining the Experiences of Latinx Stem Baccalaureates.” 2018. Web. 20 Aug 2019.

Vancouver:

Chavez M. Examining the Experiences of Latinx Stem Baccalaureates. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2786.

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

Council of Science Editors:

Chavez M. Examining the Experiences of Latinx Stem Baccalaureates. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2786

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


Loyola University Chicago

8. Laskasky, Katie. The Relationship between Secondary Students' Mathematics Identities, Problem Solving, and Self-Regulation.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  This mixed methods study explores secondary students' math identities. The primary purpose of this dissertation is to examine the relationships among students' math identities,… (more)

Subjects/Keywords: Science and Mathematics Education

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APA (6th Edition):

Laskasky, K. (2018). The Relationship between Secondary Students' Mathematics Identities, Problem Solving, and Self-Regulation. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2821

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):

Laskasky, Katie. “The Relationship between Secondary Students' Mathematics Identities, Problem Solving, and Self-Regulation.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2821.

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

MLA Handbook (7th Edition):

Laskasky, Katie. “The Relationship between Secondary Students' Mathematics Identities, Problem Solving, and Self-Regulation.” 2018. Web. 20 Aug 2019.

Vancouver:

Laskasky K. The Relationship between Secondary Students' Mathematics Identities, Problem Solving, and Self-Regulation. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2821.

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

Council of Science Editors:

Laskasky K. The Relationship between Secondary Students' Mathematics Identities, Problem Solving, and Self-Regulation. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2821

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


Loyola University Chicago

9. Friedman, Ilana Chai Dvorin. Gender Beliefs of Teachers in Orthodox Jewish Early Childhood Programs.

Degree: PhD, Child Development, 2018, Loyola University Chicago

  The goal of this study was to explore gender beliefs of teachers in Orthodox Jewish coeducational early childhood programs and give voice to their… (more)

Subjects/Keywords: early childhood education; child development; feminist poststructuralism; gender construction; Orthodox Jewish education; queer theory; teacher beliefs; Early Childhood Education

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APA (6th Edition):

Friedman, I. C. D. (2018). Gender Beliefs of Teachers in Orthodox Jewish Early Childhood Programs. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2956

Chicago Manual of Style (16th Edition):

Friedman, Ilana Chai Dvorin. “Gender Beliefs of Teachers in Orthodox Jewish Early Childhood Programs.” 2018. Doctoral Dissertation, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2956.

MLA Handbook (7th Edition):

Friedman, Ilana Chai Dvorin. “Gender Beliefs of Teachers in Orthodox Jewish Early Childhood Programs.” 2018. Web. 20 Aug 2019.

Vancouver:

Friedman ICD. Gender Beliefs of Teachers in Orthodox Jewish Early Childhood Programs. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2956.

Council of Science Editors:

Friedman ICD. Gender Beliefs of Teachers in Orthodox Jewish Early Childhood Programs. [Doctoral Dissertation]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2956


Loyola University Chicago

10. Cermak, Michael. The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  The purpose of this quantitative research study is to investigate teachers' knowledge of the McKinney-Vento Homeless Assistance Act (McK-V; the Act) and their perceptions… (more)

Subjects/Keywords: Education; Homelessness; Policy; Professional Development; Educational Psychology

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APA (6th Edition):

Cermak, M. (2018). The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2784

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):

Cermak, Michael. “The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2784.

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

MLA Handbook (7th Edition):

Cermak, Michael. “The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation.” 2018. Web. 20 Aug 2019.

Vancouver:

Cermak M. The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2784.

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

Council of Science Editors:

Cermak M. The Mckinney-Vento Act: Moving Beyond Aspirations to More Effective Implementation. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2784

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


Loyola University Chicago

11. Davidson, Lisa. Measuring Undergraduates' Global Perspective Development: Examining the Construct and Cross-Cultural Validity of the Global Perspective Inventory Across Ethnoracial Groups.

Degree: PhD, Education, 2018, Loyola University Chicago

  This study examined the construct and cross-cultural validity of the Global Perspective Inventory’s (GPI’s) 32 global perspective development items, which measure six related dimensions… (more)

Subjects/Keywords: Confirmatory factor analysis; Global learning; Higher education; Intercultural competencies; Measurement invariance; Validity; Higher Education

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APA (6th Edition):

Davidson, L. (2018). Measuring Undergraduates' Global Perspective Development: Examining the Construct and Cross-Cultural Validity of the Global Perspective Inventory Across Ethnoracial Groups. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2950

Chicago Manual of Style (16th Edition):

Davidson, Lisa. “Measuring Undergraduates' Global Perspective Development: Examining the Construct and Cross-Cultural Validity of the Global Perspective Inventory Across Ethnoracial Groups.” 2018. Doctoral Dissertation, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2950.

MLA Handbook (7th Edition):

Davidson, Lisa. “Measuring Undergraduates' Global Perspective Development: Examining the Construct and Cross-Cultural Validity of the Global Perspective Inventory Across Ethnoracial Groups.” 2018. Web. 20 Aug 2019.

Vancouver:

Davidson L. Measuring Undergraduates' Global Perspective Development: Examining the Construct and Cross-Cultural Validity of the Global Perspective Inventory Across Ethnoracial Groups. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2950.

Council of Science Editors:

Davidson L. Measuring Undergraduates' Global Perspective Development: Examining the Construct and Cross-Cultural Validity of the Global Perspective Inventory Across Ethnoracial Groups. [Doctoral Dissertation]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2950


Loyola University Chicago

12. Ross, Karen Elizabeth. Deconstructing the "Good Catholic Girl": A Critique of Sexual Pedagogies for Young Women in Catholic Ethics.

Degree: PhD, Theology, 2018, Loyola University Chicago

  This ethnographic project demonstrates that current Catholic sexual education curricula fails to attend to the needs and experiences of young women and girls, and… (more)

Subjects/Keywords: Catholic education; Catholic women; Gender; sexual education; sexual ethics; Sexuality; Women's Studies

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

APA (6th Edition):

Ross, K. E. (2018). Deconstructing the "Good Catholic Girl": A Critique of Sexual Pedagogies for Young Women in Catholic Ethics. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2982

Chicago Manual of Style (16th Edition):

Ross, Karen Elizabeth. “Deconstructing the "Good Catholic Girl": A Critique of Sexual Pedagogies for Young Women in Catholic Ethics.” 2018. Doctoral Dissertation, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2982.

MLA Handbook (7th Edition):

Ross, Karen Elizabeth. “Deconstructing the "Good Catholic Girl": A Critique of Sexual Pedagogies for Young Women in Catholic Ethics.” 2018. Web. 20 Aug 2019.

Vancouver:

Ross KE. Deconstructing the "Good Catholic Girl": A Critique of Sexual Pedagogies for Young Women in Catholic Ethics. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2982.

Council of Science Editors:

Ross KE. Deconstructing the "Good Catholic Girl": A Critique of Sexual Pedagogies for Young Women in Catholic Ethics. [Doctoral Dissertation]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2982


Loyola University Chicago

13. Furr, Sara. Wellness Interventions for Social Justice Fatigue Among Student Affairs Professionals.

Degree: PhD, Education, 2018, Loyola University Chicago

  This project explored the construct of social justice fatigue (SJF) among student affairs professionals. Utilizing racial battle fatigue (RBF) and compassion fatigue to construct… (more)

Subjects/Keywords: higher education; organizational change; self care; social justice; student affairs; wellness; Higher Education Administration

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APA (6th Edition):

Furr, S. (2018). Wellness Interventions for Social Justice Fatigue Among Student Affairs Professionals. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2803

Chicago Manual of Style (16th Edition):

Furr, Sara. “Wellness Interventions for Social Justice Fatigue Among Student Affairs Professionals.” 2018. Doctoral Dissertation, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2803.

MLA Handbook (7th Edition):

Furr, Sara. “Wellness Interventions for Social Justice Fatigue Among Student Affairs Professionals.” 2018. Web. 20 Aug 2019.

Vancouver:

Furr S. Wellness Interventions for Social Justice Fatigue Among Student Affairs Professionals. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2803.

Council of Science Editors:

Furr S. Wellness Interventions for Social Justice Fatigue Among Student Affairs Professionals. [Doctoral Dissertation]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2803


Loyola University Chicago

14. Acevedo, Antonio. Spanish Guided Reading and Phonics Instruction in Primary Dual Language Classrooms: A Self-Study Examining a Principal's Leadership and Actions to Improve Student Outcomes in a Neighborhood Urban School.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  The purpose of this study is to examine a principal's leadership actions while attempting to improve primary student outcomes in reading in a Dual… (more)

Subjects/Keywords: Balanced Literacy; Dual Language Education; Guided Reading; Self-Study; Spanish Primary Literacy; Urban Education; Educational Leadership

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

APA (6th Edition):

Acevedo, A. (2018). Spanish Guided Reading and Phonics Instruction in Primary Dual Language Classrooms: A Self-Study Examining a Principal's Leadership and Actions to Improve Student Outcomes in a Neighborhood Urban School. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2764

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):

Acevedo, Antonio. “Spanish Guided Reading and Phonics Instruction in Primary Dual Language Classrooms: A Self-Study Examining a Principal's Leadership and Actions to Improve Student Outcomes in a Neighborhood Urban School.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2764.

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

MLA Handbook (7th Edition):

Acevedo, Antonio. “Spanish Guided Reading and Phonics Instruction in Primary Dual Language Classrooms: A Self-Study Examining a Principal's Leadership and Actions to Improve Student Outcomes in a Neighborhood Urban School.” 2018. Web. 20 Aug 2019.

Vancouver:

Acevedo A. Spanish Guided Reading and Phonics Instruction in Primary Dual Language Classrooms: A Self-Study Examining a Principal's Leadership and Actions to Improve Student Outcomes in a Neighborhood Urban School. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2764.

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

Council of Science Editors:

Acevedo A. Spanish Guided Reading and Phonics Instruction in Primary Dual Language Classrooms: A Self-Study Examining a Principal's Leadership and Actions to Improve Student Outcomes in a Neighborhood Urban School. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2764

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


Loyola University Chicago

15. Castillo-Clark, Kathleen Patricia. International Mindedness: Phenomenological Inquiry Into Teacher Candidate Experiences.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  This dissertation contributes to the scholarship surrounding the development of international mindedness in teacher candidates. Phenomenological interview techniques were used to explore the experiences… (more)

Subjects/Keywords: curriculum reform; International Baccalaurate; International mindedness; school of education; teacher preparation; Teacher Education and Professional Development

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APA (6th Edition):

Castillo-Clark, K. P. (2018). International Mindedness: Phenomenological Inquiry Into Teacher Candidate Experiences. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2783

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):

Castillo-Clark, Kathleen Patricia. “International Mindedness: Phenomenological Inquiry Into Teacher Candidate Experiences.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2783.

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

MLA Handbook (7th Edition):

Castillo-Clark, Kathleen Patricia. “International Mindedness: Phenomenological Inquiry Into Teacher Candidate Experiences.” 2018. Web. 20 Aug 2019.

Vancouver:

Castillo-Clark KP. International Mindedness: Phenomenological Inquiry Into Teacher Candidate Experiences. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2783.

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

Council of Science Editors:

Castillo-Clark KP. International Mindedness: Phenomenological Inquiry Into Teacher Candidate Experiences. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2783

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


Loyola University Chicago

16. Sterpin, Jennifer Colleen. Critical Conversations with Suburban Administrative Leaders on Special Education Disproportionality: Case Studies of Suburban School Districts.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  This dissertation study explored high school administrators' beliefs about why racial disproportionality exists, sought to understand the local practices that contribute to disproportionality, and… (more)

Subjects/Keywords: Administrative leaders' perspectives; High School; Implicit Bias; Racial disproportionality; Special Education; Systemic Change Process; Secondary Education

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APA (6th Edition):

Sterpin, J. C. (2018). Critical Conversations with Suburban Administrative Leaders on Special Education Disproportionality: Case Studies of Suburban School Districts. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2857

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):

Sterpin, Jennifer Colleen. “Critical Conversations with Suburban Administrative Leaders on Special Education Disproportionality: Case Studies of Suburban School Districts.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2857.

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

MLA Handbook (7th Edition):

Sterpin, Jennifer Colleen. “Critical Conversations with Suburban Administrative Leaders on Special Education Disproportionality: Case Studies of Suburban School Districts.” 2018. Web. 20 Aug 2019.

Vancouver:

Sterpin JC. Critical Conversations with Suburban Administrative Leaders on Special Education Disproportionality: Case Studies of Suburban School Districts. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2857.

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

Council of Science Editors:

Sterpin JC. Critical Conversations with Suburban Administrative Leaders on Special Education Disproportionality: Case Studies of Suburban School Districts. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2857

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


Loyola University Chicago

17. Kotowski, Margaret Mary. Exploring the Legacy of Imogene King in the Making of a Nurse Educator, Leader, and Nurse Theorist.

Degree: PhD, Nursing, 2018, Loyola University Chicago

  Imogene King was a pioneer in the profession of nursing. Known primarily for her work as a nurse theorist, King’s career encompassed a great… (more)

Subjects/Keywords: Imogene King; Leader; Nursing Education; Nursing Theory; Nursing

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APA (6th Edition):

Kotowski, M. M. (2018). Exploring the Legacy of Imogene King in the Making of a Nurse Educator, Leader, and Nurse Theorist. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2969

Chicago Manual of Style (16th Edition):

Kotowski, Margaret Mary. “Exploring the Legacy of Imogene King in the Making of a Nurse Educator, Leader, and Nurse Theorist.” 2018. Doctoral Dissertation, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2969.

MLA Handbook (7th Edition):

Kotowski, Margaret Mary. “Exploring the Legacy of Imogene King in the Making of a Nurse Educator, Leader, and Nurse Theorist.” 2018. Web. 20 Aug 2019.

Vancouver:

Kotowski MM. Exploring the Legacy of Imogene King in the Making of a Nurse Educator, Leader, and Nurse Theorist. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2969.

Council of Science Editors:

Kotowski MM. Exploring the Legacy of Imogene King in the Making of a Nurse Educator, Leader, and Nurse Theorist. [Doctoral Dissertation]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2969


Loyola University Chicago

18. Manzano, Lester. Activism and Identity: How Asian American College Students Define Contemporary Activism for Social Justice.

Degree: PhD, Education, 2018, Loyola University Chicago

  Since the height of student activism in the 1960s, little research has explored how college students conceptualize and define activism for social justice. In… (more)

Subjects/Keywords: Activism; Asian American; College; Social justice; Student activism; University; Higher Education

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APA (6th Edition):

Manzano, L. (2018). Activism and Identity: How Asian American College Students Define Contemporary Activism for Social Justice. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2974

Chicago Manual of Style (16th Edition):

Manzano, Lester. “Activism and Identity: How Asian American College Students Define Contemporary Activism for Social Justice.” 2018. Doctoral Dissertation, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2974.

MLA Handbook (7th Edition):

Manzano, Lester. “Activism and Identity: How Asian American College Students Define Contemporary Activism for Social Justice.” 2018. Web. 20 Aug 2019.

Vancouver:

Manzano L. Activism and Identity: How Asian American College Students Define Contemporary Activism for Social Justice. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2974.

Council of Science Editors:

Manzano L. Activism and Identity: How Asian American College Students Define Contemporary Activism for Social Justice. [Doctoral Dissertation]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2974


Loyola University Chicago

19. Segoshi, Megan. Asian American Engagement in Racial Justice: Journeys Through Identity Development and Critical Consciousness.

Degree: PhD, Education, 2018, Loyola University Chicago

  This dissertation study explored how ten Asian Americans' racial identity and critical consciousness were connected to their engagement in racial justice work. Guided by… (more)

Subjects/Keywords: Asian Americans; Identity Development; Racial Justice; Higher Education

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

APA (6th Edition):

Segoshi, M. (2018). Asian American Engagement in Racial Justice: Journeys Through Identity Development and Critical Consciousness. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2983

Chicago Manual of Style (16th Edition):

Segoshi, Megan. “Asian American Engagement in Racial Justice: Journeys Through Identity Development and Critical Consciousness.” 2018. Doctoral Dissertation, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2983.

MLA Handbook (7th Edition):

Segoshi, Megan. “Asian American Engagement in Racial Justice: Journeys Through Identity Development and Critical Consciousness.” 2018. Web. 20 Aug 2019.

Vancouver:

Segoshi M. Asian American Engagement in Racial Justice: Journeys Through Identity Development and Critical Consciousness. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2983.

Council of Science Editors:

Segoshi M. Asian American Engagement in Racial Justice: Journeys Through Identity Development and Critical Consciousness. [Doctoral Dissertation]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2983


Loyola University Chicago

20. Tolman, Sarah. International Student Intersectionality in the Trump Era.

Degree: MA, Education, 2018, Loyola University Chicago

  This study examines the impact of the current U.S. presidential administration's policies and rhetoric on international student experiences and identities. The researcher approaches this… (more)

Subjects/Keywords: International Education; International Students; Intersectionality; Educational Administration and Supervision

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APA (6th Edition):

Tolman, S. (2018). International Student Intersectionality in the Trump Era. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_theses/3711

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):

Tolman, Sarah. “International Student Intersectionality in the Trump Era.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_theses/3711.

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

MLA Handbook (7th Edition):

Tolman, Sarah. “International Student Intersectionality in the Trump Era.” 2018. Web. 20 Aug 2019.

Vancouver:

Tolman S. International Student Intersectionality in the Trump Era. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_theses/3711.

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

Council of Science Editors:

Tolman S. International Student Intersectionality in the Trump Era. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_theses/3711

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


Loyola University Chicago

21. Branch Housing, Tanya. An Analysis of the Implementation and Effectiveness of Successmaker Reading on Closing the Achievement Gap Through a Separate Class Middle School Reading Intervention.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  The purpose of this study was to determine if SuccessMaker Reading had an effect on at-risk students when used with a Language Arts course.… (more)

Subjects/Keywords: At-Risk Students; Intervention; Middle School; RtI; SuccessMaker Reading; Elementary Education

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APA (6th Edition):

Branch Housing, T. (2018). An Analysis of the Implementation and Effectiveness of Successmaker Reading on Closing the Achievement Gap Through a Separate Class Middle School Reading Intervention. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2774

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):

Branch Housing, Tanya. “An Analysis of the Implementation and Effectiveness of Successmaker Reading on Closing the Achievement Gap Through a Separate Class Middle School Reading Intervention.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2774.

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

MLA Handbook (7th Edition):

Branch Housing, Tanya. “An Analysis of the Implementation and Effectiveness of Successmaker Reading on Closing the Achievement Gap Through a Separate Class Middle School Reading Intervention.” 2018. Web. 20 Aug 2019.

Vancouver:

Branch Housing T. An Analysis of the Implementation and Effectiveness of Successmaker Reading on Closing the Achievement Gap Through a Separate Class Middle School Reading Intervention. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2774.

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

Council of Science Editors:

Branch Housing T. An Analysis of the Implementation and Effectiveness of Successmaker Reading on Closing the Achievement Gap Through a Separate Class Middle School Reading Intervention. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2774

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


Loyola University Chicago

22. Chua, Jordan Diego. The Experiential Effects and Relationships between Student Anxiety in Music Performance and Classroom Assessment.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  Both as an art and assessment, music demonstration and performance in test-taking are closely related. Particular traits are shared between performance in test-taking in… (more)

Subjects/Keywords: Anxiety; Assessment; Classroom; Music; Performance; Rehearsal; Music Education

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

APA (6th Edition):

Chua, J. D. (2018). The Experiential Effects and Relationships between Student Anxiety in Music Performance and Classroom Assessment. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2787

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):

Chua, Jordan Diego. “The Experiential Effects and Relationships between Student Anxiety in Music Performance and Classroom Assessment.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2787.

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

MLA Handbook (7th Edition):

Chua, Jordan Diego. “The Experiential Effects and Relationships between Student Anxiety in Music Performance and Classroom Assessment.” 2018. Web. 20 Aug 2019.

Vancouver:

Chua JD. The Experiential Effects and Relationships between Student Anxiety in Music Performance and Classroom Assessment. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2787.

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

Council of Science Editors:

Chua JD. The Experiential Effects and Relationships between Student Anxiety in Music Performance and Classroom Assessment. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2787

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


Loyola University Chicago

23. Gomez-Sevilla, Hugo Nelson. Innovation and Change in Jesuit Education: Horizon 2020, a Case Study in the Jesuit School Network in Catalonia, Spain.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  Innovation has taken place in education as a necessity to respond to a rapidly changing world. In their commitment to contribute to the creative… (more)

Subjects/Keywords: Adaptive leadership; Change; Innovation; Jesuit Education; Jesuit schools; Educational Leadership

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APA (6th Edition):

Gomez-Sevilla, H. N. (2018). Innovation and Change in Jesuit Education: Horizon 2020, a Case Study in the Jesuit School Network in Catalonia, Spain. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2805

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):

Gomez-Sevilla, Hugo Nelson. “Innovation and Change in Jesuit Education: Horizon 2020, a Case Study in the Jesuit School Network in Catalonia, Spain.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2805.

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

MLA Handbook (7th Edition):

Gomez-Sevilla, Hugo Nelson. “Innovation and Change in Jesuit Education: Horizon 2020, a Case Study in the Jesuit School Network in Catalonia, Spain.” 2018. Web. 20 Aug 2019.

Vancouver:

Gomez-Sevilla HN. Innovation and Change in Jesuit Education: Horizon 2020, a Case Study in the Jesuit School Network in Catalonia, Spain. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2805.

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

Council of Science Editors:

Gomez-Sevilla HN. Innovation and Change in Jesuit Education: Horizon 2020, a Case Study in the Jesuit School Network in Catalonia, Spain. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2805

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


Loyola University Chicago

24. Ramirez, Hiram. Counter-Narratives of Latino Men and Machismo in Higher Education.

Degree: PhD, Education, 2018, Loyola University Chicago

  This dissertation study addresses the gaps in research concerning the gendered experiences of successful Latino men in higher education. As Latino men in postsecondary… (more)

Subjects/Keywords: Counter-narratives; LatCrit theory; Latino; Machismo; Masculinity; Men; Higher Education Administration

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

APA (6th Edition):

Ramirez, H. (2018). Counter-Narratives of Latino Men and Machismo in Higher Education. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2843

Chicago Manual of Style (16th Edition):

Ramirez, Hiram. “Counter-Narratives of Latino Men and Machismo in Higher Education.” 2018. Doctoral Dissertation, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2843.

MLA Handbook (7th Edition):

Ramirez, Hiram. “Counter-Narratives of Latino Men and Machismo in Higher Education.” 2018. Web. 20 Aug 2019.

Vancouver:

Ramirez H. Counter-Narratives of Latino Men and Machismo in Higher Education. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2843.

Council of Science Editors:

Ramirez H. Counter-Narratives of Latino Men and Machismo in Higher Education. [Doctoral Dissertation]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2843


Loyola University Chicago

25. Ayala, Michael Angelo. How Does the Classroom Teacher Promote Academic Success in the Spanish Native Speaker Class: A Study of Classroom Teachers' Perceptions of Culturally Relevant Pedagogy in the Spanish Native Speaker Course at the High School Level.

Degree: Doctor of Education (EdD), School of Education, 2018, Loyola University Chicago

  The achievement gap between Latino and White students is a significant problem, prompting the need to address the cultural conflicts that hinder relationships and… (more)

Subjects/Keywords: Culturally Relevant Pedagogy; Heritage Learner; High School; Latino; Native Speaker; Pedagogy; Secondary Education

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

APA (6th Edition):

Ayala, M. A. (2018). How Does the Classroom Teacher Promote Academic Success in the Spanish Native Speaker Class: A Study of Classroom Teachers' Perceptions of Culturally Relevant Pedagogy in the Spanish Native Speaker Course at the High School Level. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2771

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):

Ayala, Michael Angelo. “How Does the Classroom Teacher Promote Academic Success in the Spanish Native Speaker Class: A Study of Classroom Teachers' Perceptions of Culturally Relevant Pedagogy in the Spanish Native Speaker Course at the High School Level.” 2018. Thesis, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2771.

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

MLA Handbook (7th Edition):

Ayala, Michael Angelo. “How Does the Classroom Teacher Promote Academic Success in the Spanish Native Speaker Class: A Study of Classroom Teachers' Perceptions of Culturally Relevant Pedagogy in the Spanish Native Speaker Course at the High School Level.” 2018. Web. 20 Aug 2019.

Vancouver:

Ayala MA. How Does the Classroom Teacher Promote Academic Success in the Spanish Native Speaker Class: A Study of Classroom Teachers' Perceptions of Culturally Relevant Pedagogy in the Spanish Native Speaker Course at the High School Level. [Internet] [Thesis]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2771.

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

Council of Science Editors:

Ayala MA. How Does the Classroom Teacher Promote Academic Success in the Spanish Native Speaker Class: A Study of Classroom Teachers' Perceptions of Culturally Relevant Pedagogy in the Spanish Native Speaker Course at the High School Level. [Thesis]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2771

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


Loyola University Chicago

26. Diaz, Yahaira. Entre Dos Tierras: Between Two Lands: Stories of Latinx Immigrant Students in US Public High Schools.

Degree: PhD, School Psychology, 2018, Loyola University Chicago

  The election of the 45th president of the United States has increased a sense of anxiety, fear, and xenophobia for many in our country.… (more)

Subjects/Keywords: Critical Race Theory; education; Latino Critical Theory; Latinx students; mental health in schools; social supports; Educational Psychology

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

APA (6th Edition):

Diaz, Y. (2018). Entre Dos Tierras: Between Two Lands: Stories of Latinx Immigrant Students in US Public High Schools. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2953

Chicago Manual of Style (16th Edition):

Diaz, Yahaira. “Entre Dos Tierras: Between Two Lands: Stories of Latinx Immigrant Students in US Public High Schools.” 2018. Doctoral Dissertation, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2953.

MLA Handbook (7th Edition):

Diaz, Yahaira. “Entre Dos Tierras: Between Two Lands: Stories of Latinx Immigrant Students in US Public High Schools.” 2018. Web. 20 Aug 2019.

Vancouver:

Diaz Y. Entre Dos Tierras: Between Two Lands: Stories of Latinx Immigrant Students in US Public High Schools. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2953.

Council of Science Editors:

Diaz Y. Entre Dos Tierras: Between Two Lands: Stories of Latinx Immigrant Students in US Public High Schools. [Doctoral Dissertation]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2953


Loyola University Chicago

27. Clark, Amy G. A Case Study of Literature Discussions with Spanish-Engligh Emergent Bilingual Children.

Degree: PhD, Child Development, 2018, Loyola University Chicago

  This classroom-based case study examines how Spanish-English emergent bilingual children in a second grade one-way immersion classroom draw on prior knowledge and experiences and… (more)

Subjects/Keywords: cultural resources; emergent bilingual; linguistic resources; literature discussions; prior knowledge; reading comprehension; Bilingual, Multilingual, and Multicultural Education

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APA (6th Edition):

Clark, A. G. (2018). A Case Study of Literature Discussions with Spanish-Engligh Emergent Bilingual Children. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2789

Chicago Manual of Style (16th Edition):

Clark, Amy G. “A Case Study of Literature Discussions with Spanish-Engligh Emergent Bilingual Children.” 2018. Doctoral Dissertation, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2789.

MLA Handbook (7th Edition):

Clark, Amy G. “A Case Study of Literature Discussions with Spanish-Engligh Emergent Bilingual Children.” 2018. Web. 20 Aug 2019.

Vancouver:

Clark AG. A Case Study of Literature Discussions with Spanish-Engligh Emergent Bilingual Children. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2789.

Council of Science Editors:

Clark AG. A Case Study of Literature Discussions with Spanish-Engligh Emergent Bilingual Children. [Doctoral Dissertation]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2789


Loyola University Chicago

28. Sihite, Ester Ulibasa. Exploring Community College Practitioners' Cultivation and Praxis of Antiracist and Asset-Based Approaches to Education: A Phenomenological Study.

Degree: PhD, Educational Leadership, 2018, Loyola University Chicago

  Community colleges comprise a robust and complex sector of U.S. higher education, serving large numbers of students of color and other historically underrepresented groups.… (more)

Subjects/Keywords: Antiracism; Asset-based models; Community college faculty; Community college practitioners; Community colleges; Students of color; Higher Education Administration

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APA (6th Edition):

Sihite, E. U. (2018). Exploring Community College Practitioners' Cultivation and Praxis of Antiracist and Asset-Based Approaches to Education: A Phenomenological Study. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2856

Chicago Manual of Style (16th Edition):

Sihite, Ester Ulibasa. “Exploring Community College Practitioners' Cultivation and Praxis of Antiracist and Asset-Based Approaches to Education: A Phenomenological Study.” 2018. Doctoral Dissertation, Loyola University Chicago. Accessed August 20, 2019. https://ecommons.luc.edu/luc_diss/2856.

MLA Handbook (7th Edition):

Sihite, Ester Ulibasa. “Exploring Community College Practitioners' Cultivation and Praxis of Antiracist and Asset-Based Approaches to Education: A Phenomenological Study.” 2018. Web. 20 Aug 2019.

Vancouver:

Sihite EU. Exploring Community College Practitioners' Cultivation and Praxis of Antiracist and Asset-Based Approaches to Education: A Phenomenological Study. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2018. [cited 2019 Aug 20]. Available from: https://ecommons.luc.edu/luc_diss/2856.

Council of Science Editors:

Sihite EU. Exploring Community College Practitioners' Cultivation and Praxis of Antiracist and Asset-Based Approaches to Education: A Phenomenological Study. [Doctoral Dissertation]. Loyola University Chicago; 2018. Available from: https://ecommons.luc.edu/luc_diss/2856

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