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Dates: 2010 – 2014 University: Loyola University Chicago  

You searched for subject:(EDUCATION). Showing records 1 – 30 of 148 total matches.

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Loyola University Chicago

1. Oldford, Jessica. Impact of Short-Term Study Abroad on MBA Students.

Degree: MA, School of Education, 2010, Loyola University Chicago

  Short-term study abroad programs are quickly becoming the new norm for study abroad within higher education. Results from the Institute of International Education's opendoors… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Oldford, J. (2010). Impact of Short-Term Study Abroad on MBA Students. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/492

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):

Oldford, Jessica. “Impact of Short-Term Study Abroad on MBA Students.” 2010. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/492.

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

MLA Handbook (7th Edition):

Oldford, Jessica. “Impact of Short-Term Study Abroad on MBA Students.” 2010. Web. 23 Aug 2019.

Vancouver:

Oldford J. Impact of Short-Term Study Abroad on MBA Students. [Internet] [Thesis]. Loyola University Chicago; 2010. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/492.

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

Council of Science Editors:

Oldford J. Impact of Short-Term Study Abroad on MBA Students. [Thesis]. Loyola University Chicago; 2010. Available from: http://ecommons.luc.edu/luc_theses/492

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


Loyola University Chicago

2. Butler, Marquita Anna-Belle. Service Learning in the International Context: How Can It Be Beneficial When Studying Abroad?.

Degree: MA, Education, 2012, Loyola University Chicago

  This study focuses on service learning in the international context and the benefits it has on higher education study abroad programs. Study abroad participation… (more)

Subjects/Keywords: Education

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

APA (6th Edition):

Butler, M. A. (2012). Service Learning in the International Context: How Can It Be Beneficial When Studying Abroad?. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/833

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):

Butler, Marquita Anna-Belle. “Service Learning in the International Context: How Can It Be Beneficial When Studying Abroad?.” 2012. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/833.

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

MLA Handbook (7th Edition):

Butler, Marquita Anna-Belle. “Service Learning in the International Context: How Can It Be Beneficial When Studying Abroad?.” 2012. Web. 23 Aug 2019.

Vancouver:

Butler MA. Service Learning in the International Context: How Can It Be Beneficial When Studying Abroad?. [Internet] [Thesis]. Loyola University Chicago; 2012. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/833.

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

Council of Science Editors:

Butler MA. Service Learning in the International Context: How Can It Be Beneficial When Studying Abroad?. [Thesis]. Loyola University Chicago; 2012. Available from: http://ecommons.luc.edu/luc_theses/833

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


Loyola University Chicago

3. Polanin, Joshua R. The educators of educators| An evaluation of Carnegie Foundation's "very high research activity" universities' Schools of Education professors.

Degree: 2010, Loyola University Chicago

  The field of education is diverse, its history marred with politically driven problems, and its research ill-funded and often disaggregated. Indeed researchers of the… (more)

Subjects/Keywords: Education, Higher Education Administration; Education, Higher

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

APA (6th Edition):

Polanin, J. R. (2010). The educators of educators| An evaluation of Carnegie Foundation's "very high research activity" universities' Schools of Education professors. (Thesis). Loyola University Chicago. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1480891

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):

Polanin, Joshua R. “The educators of educators| An evaluation of Carnegie Foundation's "very high research activity" universities' Schools of Education professors.” 2010. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1480891.

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

MLA Handbook (7th Edition):

Polanin, Joshua R. “The educators of educators| An evaluation of Carnegie Foundation's "very high research activity" universities' Schools of Education professors.” 2010. Web. 23 Aug 2019.

Vancouver:

Polanin JR. The educators of educators| An evaluation of Carnegie Foundation's "very high research activity" universities' Schools of Education professors. [Internet] [Thesis]. Loyola University Chicago; 2010. [cited 2019 Aug 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1480891.

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

Council of Science Editors:

Polanin JR. The educators of educators| An evaluation of Carnegie Foundation's "very high research activity" universities' Schools of Education professors. [Thesis]. Loyola University Chicago; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1480891

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


Loyola University Chicago

4. Thomas, Steven James. Professional Learning Communities in improved Illinois elementary schools| The value of Professional Learning Communities for leaders of Illinois elementary schools formerly in "No Child Left Behind" status.

Degree: 2013, Loyola University Chicago

  The "No Child Left Behind" (NCLB) reauthorization of the Elementary and Secondary Education Act of 1965 has created a system, which potentially labeled 82%… (more)

Subjects/Keywords: Education, Leadership; Education, Administration

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

APA (6th Edition):

Thomas, S. J. (2013). Professional Learning Communities in improved Illinois elementary schools| The value of Professional Learning Communities for leaders of Illinois elementary schools formerly in "No Child Left Behind" status. (Thesis). Loyola University Chicago. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3550587

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):

Thomas, Steven James. “Professional Learning Communities in improved Illinois elementary schools| The value of Professional Learning Communities for leaders of Illinois elementary schools formerly in "No Child Left Behind" status.” 2013. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3550587.

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

MLA Handbook (7th Edition):

Thomas, Steven James. “Professional Learning Communities in improved Illinois elementary schools| The value of Professional Learning Communities for leaders of Illinois elementary schools formerly in "No Child Left Behind" status.” 2013. Web. 23 Aug 2019.

Vancouver:

Thomas SJ. Professional Learning Communities in improved Illinois elementary schools| The value of Professional Learning Communities for leaders of Illinois elementary schools formerly in "No Child Left Behind" status. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2019 Aug 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3550587.

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

Council of Science Editors:

Thomas SJ. Professional Learning Communities in improved Illinois elementary schools| The value of Professional Learning Communities for leaders of Illinois elementary schools formerly in "No Child Left Behind" status. [Thesis]. Loyola University Chicago; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3550587

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


Loyola University Chicago

5. Fallon, Christine M. School factors that promote academic resilience in urban Latino high school students.

Degree: 2010, Loyola University Chicago

  The purpose of this ex post facto quantitative study was to examine the relationship between the academic optimism of schools and academic resilience in… (more)

Subjects/Keywords: Education, Administration; Education, Secondary

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

APA (6th Edition):

Fallon, C. M. (2010). School factors that promote academic resilience in urban Latino high school students. (Thesis). Loyola University Chicago. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3419908

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):

Fallon, Christine M. “School factors that promote academic resilience in urban Latino high school students.” 2010. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3419908.

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

MLA Handbook (7th Edition):

Fallon, Christine M. “School factors that promote academic resilience in urban Latino high school students.” 2010. Web. 23 Aug 2019.

Vancouver:

Fallon CM. School factors that promote academic resilience in urban Latino high school students. [Internet] [Thesis]. Loyola University Chicago; 2010. [cited 2019 Aug 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3419908.

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

Council of Science Editors:

Fallon CM. School factors that promote academic resilience in urban Latino high school students. [Thesis]. Loyola University Chicago; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3419908

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


Loyola University Chicago

6. Matta, Candace Brzoska. Comprehensive U.S. higher education internationalization| Exploring study abroad as an indicator.

Degree: 2011, Loyola University Chicago

  Increasing undergraduate study abroad participation is a popular response embraced by both higher education institutions and the U.S. government to internationalize college campuses and… (more)

Subjects/Keywords: Education; Higher

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

APA (6th Edition):

Matta, C. B. (2011). Comprehensive U.S. higher education internationalization| Exploring study abroad as an indicator. (Thesis). Loyola University Chicago. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1484187

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):

Matta, Candace Brzoska. “Comprehensive U.S. higher education internationalization| Exploring study abroad as an indicator.” 2011. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1484187.

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

MLA Handbook (7th Edition):

Matta, Candace Brzoska. “Comprehensive U.S. higher education internationalization| Exploring study abroad as an indicator.” 2011. Web. 23 Aug 2019.

Vancouver:

Matta CB. Comprehensive U.S. higher education internationalization| Exploring study abroad as an indicator. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Aug 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1484187.

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

Council of Science Editors:

Matta CB. Comprehensive U.S. higher education internationalization| Exploring study abroad as an indicator. [Thesis]. Loyola University Chicago; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1484187

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


Loyola University Chicago

7. Neier, Stacy. Social Media and Reflective Thinking: A Case Study of Generation Y Business Students.

Degree: PhD, Education, 2014, Loyola University Chicago

Subjects/Keywords: Education

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

APA (6th Edition):

Neier, S. (2014). Social Media and Reflective Thinking: A Case Study of Generation Y Business Students. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/1295

Chicago Manual of Style (16th Edition):

Neier, Stacy. “Social Media and Reflective Thinking: A Case Study of Generation Y Business Students.” 2014. Doctoral Dissertation, Loyola University Chicago. Accessed August 23, 2019. https://ecommons.luc.edu/luc_diss/1295.

MLA Handbook (7th Edition):

Neier, Stacy. “Social Media and Reflective Thinking: A Case Study of Generation Y Business Students.” 2014. Web. 23 Aug 2019.

Vancouver:

Neier S. Social Media and Reflective Thinking: A Case Study of Generation Y Business Students. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2014. [cited 2019 Aug 23]. Available from: https://ecommons.luc.edu/luc_diss/1295.

Council of Science Editors:

Neier S. Social Media and Reflective Thinking: A Case Study of Generation Y Business Students. [Doctoral Dissertation]. Loyola University Chicago; 2014. Available from: https://ecommons.luc.edu/luc_diss/1295


Loyola University Chicago

8. Heffernan, Kevin Vincent. Legislating the Risk of Light Teachers in 1950s and 1970s America.

Degree: MA, Education, 2013, Loyola University Chicago

  The existence of gay and lesbian teachers remains for many a dangerous notion. Indeed, education and schooling are terrains in which homosexuality has historically… (more)

Subjects/Keywords: Education Policy

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

APA (6th Edition):

Heffernan, K. V. (2013). Legislating the Risk of Light Teachers in 1950s and 1970s America. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/1458

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):

Heffernan, Kevin Vincent. “Legislating the Risk of Light Teachers in 1950s and 1970s America.” 2013. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/1458.

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

MLA Handbook (7th Edition):

Heffernan, Kevin Vincent. “Legislating the Risk of Light Teachers in 1950s and 1970s America.” 2013. Web. 23 Aug 2019.

Vancouver:

Heffernan KV. Legislating the Risk of Light Teachers in 1950s and 1970s America. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/1458.

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

Council of Science Editors:

Heffernan KV. Legislating the Risk of Light Teachers in 1950s and 1970s America. [Thesis]. Loyola University Chicago; 2013. Available from: http://ecommons.luc.edu/luc_theses/1458

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


Loyola University Chicago

9. Wock, Becky. Teacher Attrition: The Job Choices of Ex-Teachers.

Degree: MA, Education, 2014, Loyola University Chicago

  Teacher attrition is a phenomenon occurring in education systems throughout the world. As education policies alter and add to the demands of teachers, one… (more)

Subjects/Keywords: Education Policy

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

APA (6th Edition):

Wock, B. (2014). Teacher Attrition: The Job Choices of Ex-Teachers. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/2636

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):

Wock, Becky. “Teacher Attrition: The Job Choices of Ex-Teachers.” 2014. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/2636.

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

MLA Handbook (7th Edition):

Wock, Becky. “Teacher Attrition: The Job Choices of Ex-Teachers.” 2014. Web. 23 Aug 2019.

Vancouver:

Wock B. Teacher Attrition: The Job Choices of Ex-Teachers. [Internet] [Thesis]. Loyola University Chicago; 2014. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/2636.

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

Council of Science Editors:

Wock B. Teacher Attrition: The Job Choices of Ex-Teachers. [Thesis]. Loyola University Chicago; 2014. Available from: http://ecommons.luc.edu/luc_theses/2636

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


Loyola University Chicago

10. Ricketts, Emlyn Ashley. Women's Access to Secondary Education in Colonial and Postcolonial Tanzania and Rwanda.

Degree: MA, Education, 2013, Loyola University Chicago

  This paper will examine how the politics of colonialism and independence during the twentieth century, as well as the culture of each country, have… (more)

Subjects/Keywords: education; Rwanda; Tanzania; women; Education Policy

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

APA (6th Edition):

Ricketts, E. A. (2013). Women's Access to Secondary Education in Colonial and Postcolonial Tanzania and Rwanda. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/1472

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):

Ricketts, Emlyn Ashley. “Women's Access to Secondary Education in Colonial and Postcolonial Tanzania and Rwanda.” 2013. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/1472.

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

MLA Handbook (7th Edition):

Ricketts, Emlyn Ashley. “Women's Access to Secondary Education in Colonial and Postcolonial Tanzania and Rwanda.” 2013. Web. 23 Aug 2019.

Vancouver:

Ricketts EA. Women's Access to Secondary Education in Colonial and Postcolonial Tanzania and Rwanda. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/1472.

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

Council of Science Editors:

Ricketts EA. Women's Access to Secondary Education in Colonial and Postcolonial Tanzania and Rwanda. [Thesis]. Loyola University Chicago; 2013. Available from: http://ecommons.luc.edu/luc_theses/1472

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


Loyola University Chicago

11. Penna, Christopher R. Being in the know| Punk, confrontation, and the process of validating truth claims.

Degree: 2011, Loyola University Chicago

  Since the birth of punk, it has been a harbinger of trends within both youth culture and what cultural theorist Theodor Adorno calls the… (more)

Subjects/Keywords: Education; Philosophy of

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

APA (6th Edition):

Penna, C. R. (2011). Being in the know| Punk, confrontation, and the process of validating truth claims. (Thesis). Loyola University Chicago. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1498546

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):

Penna, Christopher R. “Being in the know| Punk, confrontation, and the process of validating truth claims.” 2011. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1498546.

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

MLA Handbook (7th Edition):

Penna, Christopher R. “Being in the know| Punk, confrontation, and the process of validating truth claims.” 2011. Web. 23 Aug 2019.

Vancouver:

Penna CR. Being in the know| Punk, confrontation, and the process of validating truth claims. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Aug 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1498546.

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

Council of Science Editors:

Penna CR. Being in the know| Punk, confrontation, and the process of validating truth claims. [Thesis]. Loyola University Chicago; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1498546

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


Loyola University Chicago

12. Briggs, Alissa. A case study evaluation of schoolwide positive behavior support and its relationship to student well-being from a social justice perspective.

Degree: 2012, Loyola University Chicago

  Schoolwide positive behavior support (SWPBS) is proactive, systemic, school-wide intervention aimed at preventing problem behavior and promoting prosocial behavior (Warren et al., 2003). Successful… (more)

Subjects/Keywords: Education; Educational Psychology

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

APA (6th Edition):

Briggs, A. (2012). A case study evaluation of schoolwide positive behavior support and its relationship to student well-being from a social justice perspective. (Thesis). Loyola University Chicago. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3526263

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):

Briggs, Alissa. “A case study evaluation of schoolwide positive behavior support and its relationship to student well-being from a social justice perspective.” 2012. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3526263.

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

MLA Handbook (7th Edition):

Briggs, Alissa. “A case study evaluation of schoolwide positive behavior support and its relationship to student well-being from a social justice perspective.” 2012. Web. 23 Aug 2019.

Vancouver:

Briggs A. A case study evaluation of schoolwide positive behavior support and its relationship to student well-being from a social justice perspective. [Internet] [Thesis]. Loyola University Chicago; 2012. [cited 2019 Aug 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3526263.

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

Council of Science Editors:

Briggs A. A case study evaluation of schoolwide positive behavior support and its relationship to student well-being from a social justice perspective. [Thesis]. Loyola University Chicago; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3526263

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


Loyola University Chicago

13. MacKinney, Daniel Ivan. Unto Perfect Manhood: An Instrumental Case Study of Leadership Formation in an African American Boys High School.

Degree: Doctor of Education (EdD), School of Education, 2010, Loyola University Chicago

  This qualitative study investigates the influence of single-sex education on leadership formation at an all boys, urban Catholic high school where a majority of… (more)

Subjects/Keywords: case study; leadership development; minority education; role models; single-gender education; single-sex education; Education

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

APA (6th Edition):

MacKinney, D. I. (2010). Unto Perfect Manhood: An Instrumental Case Study of Leadership Formation in an African American Boys High School. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/49

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):

MacKinney, Daniel Ivan. “Unto Perfect Manhood: An Instrumental Case Study of Leadership Formation in an African American Boys High School.” 2010. Thesis, Loyola University Chicago. Accessed August 23, 2019. https://ecommons.luc.edu/luc_diss/49.

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

MLA Handbook (7th Edition):

MacKinney, Daniel Ivan. “Unto Perfect Manhood: An Instrumental Case Study of Leadership Formation in an African American Boys High School.” 2010. Web. 23 Aug 2019.

Vancouver:

MacKinney DI. Unto Perfect Manhood: An Instrumental Case Study of Leadership Formation in an African American Boys High School. [Internet] [Thesis]. Loyola University Chicago; 2010. [cited 2019 Aug 23]. Available from: https://ecommons.luc.edu/luc_diss/49.

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

Council of Science Editors:

MacKinney DI. Unto Perfect Manhood: An Instrumental Case Study of Leadership Formation in an African American Boys High School. [Thesis]. Loyola University Chicago; 2010. Available from: https://ecommons.luc.edu/luc_diss/49

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


Loyola University Chicago

14. Ruffer, Carla Joy. Recruitment Initiatives in Higher Education: A Comparison of Study Abroad and Enrollment Management Procedures.

Degree: MA, School of Education, 2010, Loyola University Chicago

  There is a disparity of minority students' participation in study abroad, and establishing best practices for successful recruitment would assist in closing this gap.… (more)

Subjects/Keywords: Higher Education Administration

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

APA (6th Edition):

Ruffer, C. J. (2010). Recruitment Initiatives in Higher Education: A Comparison of Study Abroad and Enrollment Management Procedures. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/490

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):

Ruffer, Carla Joy. “Recruitment Initiatives in Higher Education: A Comparison of Study Abroad and Enrollment Management Procedures.” 2010. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/490.

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

MLA Handbook (7th Edition):

Ruffer, Carla Joy. “Recruitment Initiatives in Higher Education: A Comparison of Study Abroad and Enrollment Management Procedures.” 2010. Web. 23 Aug 2019.

Vancouver:

Ruffer CJ. Recruitment Initiatives in Higher Education: A Comparison of Study Abroad and Enrollment Management Procedures. [Internet] [Thesis]. Loyola University Chicago; 2010. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/490.

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

Council of Science Editors:

Ruffer CJ. Recruitment Initiatives in Higher Education: A Comparison of Study Abroad and Enrollment Management Procedures. [Thesis]. Loyola University Chicago; 2010. Available from: http://ecommons.luc.edu/luc_theses/490

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


Loyola University Chicago

15. Beall, Kari. Factors in Destination Decisions for Cuban Study Abroad.

Degree: MA, Education, 2013, Loyola University Chicago

  In January of 2011, the Obama Administration loosened the regulations on academic travel to Cuba, allowing students to travel to this island nation as… (more)

Subjects/Keywords: Higher Education Administration

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APA (6th Edition):

Beall, K. (2013). Factors in Destination Decisions for Cuban Study Abroad. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/1454

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):

Beall, Kari. “Factors in Destination Decisions for Cuban Study Abroad.” 2013. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/1454.

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

MLA Handbook (7th Edition):

Beall, Kari. “Factors in Destination Decisions for Cuban Study Abroad.” 2013. Web. 23 Aug 2019.

Vancouver:

Beall K. Factors in Destination Decisions for Cuban Study Abroad. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/1454.

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

Council of Science Editors:

Beall K. Factors in Destination Decisions for Cuban Study Abroad. [Thesis]. Loyola University Chicago; 2013. Available from: http://ecommons.luc.edu/luc_theses/1454

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


Loyola University Chicago

16. Sedrel, Christina. Loose Coupling Within Special Education.

Degree: MA, Education, 2014, Loyola University Chicago

  Since the Salamanca Framework was established in 1994, countries have made a concerted effort to work to promote special education, namely inclusive education or… (more)

Subjects/Keywords: Special Education Administration

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APA (6th Edition):

Sedrel, C. (2014). Loose Coupling Within Special Education. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/2509

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):

Sedrel, Christina. “Loose Coupling Within Special Education.” 2014. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/2509.

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

MLA Handbook (7th Edition):

Sedrel, Christina. “Loose Coupling Within Special Education.” 2014. Web. 23 Aug 2019.

Vancouver:

Sedrel C. Loose Coupling Within Special Education. [Internet] [Thesis]. Loyola University Chicago; 2014. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/2509.

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

Council of Science Editors:

Sedrel C. Loose Coupling Within Special Education. [Thesis]. Loyola University Chicago; 2014. Available from: http://ecommons.luc.edu/luc_theses/2509

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


Loyola University Chicago

17. Fehr, Steven. Projects of identity creation in English language textbooks aimed at adult immigrants| 1900 and 2000.

Degree: 2011, Loyola University Chicago

  The purpose of this study is to investigate the temporal parallels and differences between adult immigrant education and latent identity projects intertwined with the… (more)

Subjects/Keywords: Education, General; Education, Adult and Continuing; Education, History of

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

APA (6th Edition):

Fehr, S. (2011). Projects of identity creation in English language textbooks aimed at adult immigrants| 1900 and 2000. (Thesis). Loyola University Chicago. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1498538

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):

Fehr, Steven. “Projects of identity creation in English language textbooks aimed at adult immigrants| 1900 and 2000.” 2011. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1498538.

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

MLA Handbook (7th Edition):

Fehr, Steven. “Projects of identity creation in English language textbooks aimed at adult immigrants| 1900 and 2000.” 2011. Web. 23 Aug 2019.

Vancouver:

Fehr S. Projects of identity creation in English language textbooks aimed at adult immigrants| 1900 and 2000. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Aug 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1498538.

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

Council of Science Editors:

Fehr S. Projects of identity creation in English language textbooks aimed at adult immigrants| 1900 and 2000. [Thesis]. Loyola University Chicago; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1498538

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


Loyola University Chicago

18. Pedota, Luciano. Indigenous Intercultural Universities in Latin America: Interpreting Interculturalism in Mexico and Bolivia.

Degree: MA, School of Education, 2011, Loyola University Chicago

  The newly created Indigenous Intercultural Universities in Latin America challenge the conventional conception of universities and their "universal" quality. Such universities seek to decolonize… (more)

Subjects/Keywords: Bolivia; Indigenous Education; Intercultural Education; Interculturalism; Mexico; Multiculturalism; Higher Education Administration

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APA (6th Edition):

Pedota, L. (2011). Indigenous Intercultural Universities in Latin America: Interpreting Interculturalism in Mexico and Bolivia. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/516

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):

Pedota, Luciano. “Indigenous Intercultural Universities in Latin America: Interpreting Interculturalism in Mexico and Bolivia.” 2011. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/516.

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

MLA Handbook (7th Edition):

Pedota, Luciano. “Indigenous Intercultural Universities in Latin America: Interpreting Interculturalism in Mexico and Bolivia.” 2011. Web. 23 Aug 2019.

Vancouver:

Pedota L. Indigenous Intercultural Universities in Latin America: Interpreting Interculturalism in Mexico and Bolivia. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/516.

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

Council of Science Editors:

Pedota L. Indigenous Intercultural Universities in Latin America: Interpreting Interculturalism in Mexico and Bolivia. [Thesis]. Loyola University Chicago; 2011. Available from: http://ecommons.luc.edu/luc_theses/516

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


Loyola University Chicago

19. Matta, Candace Brzoska. Comprehensive U.S. Higher Education Internationalization: Exploring Study Abroad as an Indicator.

Degree: MA, School of Education, 2010, Loyola University Chicago

  Increasing undergraduate study abroad participation is a popular response embraced by both higher education institutions and the U.S. government to internationalize college campuses and… (more)

Subjects/Keywords: comprehensive; higher education; international education; internationalization; study abroad; United States; Higher Education Administration

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

APA (6th Edition):

Matta, C. B. (2010). Comprehensive U.S. Higher Education Internationalization: Exploring Study Abroad as an Indicator. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/515

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):

Matta, Candace Brzoska. “Comprehensive U.S. Higher Education Internationalization: Exploring Study Abroad as an Indicator.” 2010. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/515.

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

MLA Handbook (7th Edition):

Matta, Candace Brzoska. “Comprehensive U.S. Higher Education Internationalization: Exploring Study Abroad as an Indicator.” 2010. Web. 23 Aug 2019.

Vancouver:

Matta CB. Comprehensive U.S. Higher Education Internationalization: Exploring Study Abroad as an Indicator. [Internet] [Thesis]. Loyola University Chicago; 2010. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/515.

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

Council of Science Editors:

Matta CB. Comprehensive U.S. Higher Education Internationalization: Exploring Study Abroad as an Indicator. [Thesis]. Loyola University Chicago; 2010. Available from: http://ecommons.luc.edu/luc_theses/515

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


Loyola University Chicago

20. Astorga-Velasquez, Alfredo. Cristo Rey and Christ the King Jesuit High School: Two Schools, Two Demographics, Two Realities: One Model.

Degree: MA, Education, 2012, Loyola University Chicago

  The purpose of this study is to analyze two Catholic high schools that follow the same innovative private urban model called the Cristo Rey… (more)

Subjects/Keywords: Catholic Education; History of school reform; Jesuit Education; School Reform; Urban model; Education

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APA (6th Edition):

Astorga-Velasquez, A. (2012). Cristo Rey and Christ the King Jesuit High School: Two Schools, Two Demographics, Two Realities: One Model. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/838

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):

Astorga-Velasquez, Alfredo. “Cristo Rey and Christ the King Jesuit High School: Two Schools, Two Demographics, Two Realities: One Model.” 2012. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/838.

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

MLA Handbook (7th Edition):

Astorga-Velasquez, Alfredo. “Cristo Rey and Christ the King Jesuit High School: Two Schools, Two Demographics, Two Realities: One Model.” 2012. Web. 23 Aug 2019.

Vancouver:

Astorga-Velasquez A. Cristo Rey and Christ the King Jesuit High School: Two Schools, Two Demographics, Two Realities: One Model. [Internet] [Thesis]. Loyola University Chicago; 2012. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/838.

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

Council of Science Editors:

Astorga-Velasquez A. Cristo Rey and Christ the King Jesuit High School: Two Schools, Two Demographics, Two Realities: One Model. [Thesis]. Loyola University Chicago; 2012. Available from: http://ecommons.luc.edu/luc_theses/838

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


Loyola University Chicago

21. Chelsen, Paul O. An examination of Internet pornography usage among male students at Evangelical Christian colleges.

Degree: 2012, Loyola University Chicago

  Internet pornography access among male students at Evangelical Christian colleges presents two dilemmas. First, Internet pornography access is institutionally prohibited based on a Biblical… (more)

Subjects/Keywords: Multimedia Communications; Education, Higher

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APA (6th Edition):

Chelsen, P. O. (2012). An examination of Internet pornography usage among male students at Evangelical Christian colleges. (Thesis). Loyola University Chicago. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3493575

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):

Chelsen, Paul O. “An examination of Internet pornography usage among male students at Evangelical Christian colleges.” 2012. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3493575.

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

MLA Handbook (7th Edition):

Chelsen, Paul O. “An examination of Internet pornography usage among male students at Evangelical Christian colleges.” 2012. Web. 23 Aug 2019.

Vancouver:

Chelsen PO. An examination of Internet pornography usage among male students at Evangelical Christian colleges. [Internet] [Thesis]. Loyola University Chicago; 2012. [cited 2019 Aug 23]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3493575.

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

Council of Science Editors:

Chelsen PO. An examination of Internet pornography usage among male students at Evangelical Christian colleges. [Thesis]. Loyola University Chicago; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3493575

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


Loyola University Chicago

22. Fagin, Jean Marie. Global Influences and Resistance Within: Inclusive Practices and South Africa's Apartheid Government.

Degree: MA, School of Education, 2011, Loyola University Chicago

  South Africa's racially segregating apartheid government officially lasted for over forty years, from 1948 to 1994. Black South Africans were the victims of established… (more)

Subjects/Keywords: Special Education and Teaching

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APA (6th Edition):

Fagin, J. M. (2011). Global Influences and Resistance Within: Inclusive Practices and South Africa's Apartheid Government. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/549

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):

Fagin, Jean Marie. “Global Influences and Resistance Within: Inclusive Practices and South Africa's Apartheid Government.” 2011. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/549.

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

MLA Handbook (7th Edition):

Fagin, Jean Marie. “Global Influences and Resistance Within: Inclusive Practices and South Africa's Apartheid Government.” 2011. Web. 23 Aug 2019.

Vancouver:

Fagin JM. Global Influences and Resistance Within: Inclusive Practices and South Africa's Apartheid Government. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/549.

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

Council of Science Editors:

Fagin JM. Global Influences and Resistance Within: Inclusive Practices and South Africa's Apartheid Government. [Thesis]. Loyola University Chicago; 2011. Available from: http://ecommons.luc.edu/luc_theses/549

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


Loyola University Chicago

23. Hines, Michael. Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829.

Degree: MA, Education, 2013, Loyola University Chicago

  The education of free African American children in the antebellum period is a subject that has interested historians and scholars of education for decades.… (more)

Subjects/Keywords: African American; Antebellum; Education; History

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APA (6th Edition):

Hines, M. (2013). Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/1819

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):

Hines, Michael. “Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829.” 2013. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/1819.

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

MLA Handbook (7th Edition):

Hines, Michael. “Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829.” 2013. Web. 23 Aug 2019.

Vancouver:

Hines M. Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/1819.

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

Council of Science Editors:

Hines M. Learning Freedom: Education, Elevation, and New York's African American Middle Class, 1827-1829. [Thesis]. Loyola University Chicago; 2013. Available from: http://ecommons.luc.edu/luc_theses/1819

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


Loyola University Chicago

24. Okeefe, Joy. The Role of at Epistemic Community in Haitian Education Reform Post Earthquake 2010.

Degree: MS, Education, 2013, Loyola University Chicago

  This is a study of the role of an epistemic community involved in the policymaking of education reform in Haiti after the devastating earthquake… (more)

Subjects/Keywords: Epistemic Community; Haiti; Education Policy

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APA (6th Edition):

Okeefe, J. (2013). The Role of at Epistemic Community in Haitian Education Reform Post Earthquake 2010. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/1821

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):

Okeefe, Joy. “The Role of at Epistemic Community in Haitian Education Reform Post Earthquake 2010.” 2013. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/1821.

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

MLA Handbook (7th Edition):

Okeefe, Joy. “The Role of at Epistemic Community in Haitian Education Reform Post Earthquake 2010.” 2013. Web. 23 Aug 2019.

Vancouver:

Okeefe J. The Role of at Epistemic Community in Haitian Education Reform Post Earthquake 2010. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/1821.

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

Council of Science Editors:

Okeefe J. The Role of at Epistemic Community in Haitian Education Reform Post Earthquake 2010. [Thesis]. Loyola University Chicago; 2013. Available from: http://ecommons.luc.edu/luc_theses/1821

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


Loyola University Chicago

25. Pfeiffer, Crystal Lynne. Culture Wars: A Quest for Justice in Arizona.

Degree: MA, Education, 2014, Loyola University Chicago

  The Southwest is the location of an ongoing culture clash between proponents of a unified "American" culture and Mexican-American culture. The significance of the… (more)

Subjects/Keywords: Culture; Curriculum; Identity; Education Policy

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APA (6th Edition):

Pfeiffer, C. L. (2014). Culture Wars: A Quest for Justice in Arizona. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/2631

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):

Pfeiffer, Crystal Lynne. “Culture Wars: A Quest for Justice in Arizona.” 2014. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/2631.

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

MLA Handbook (7th Edition):

Pfeiffer, Crystal Lynne. “Culture Wars: A Quest for Justice in Arizona.” 2014. Web. 23 Aug 2019.

Vancouver:

Pfeiffer CL. Culture Wars: A Quest for Justice in Arizona. [Internet] [Thesis]. Loyola University Chicago; 2014. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/2631.

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

Council of Science Editors:

Pfeiffer CL. Culture Wars: A Quest for Justice in Arizona. [Thesis]. Loyola University Chicago; 2014. Available from: http://ecommons.luc.edu/luc_theses/2631

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


Loyola University Chicago

26. Baron, Debra Mayconich. Social and Emotional Learning: An Argument for Religious Pluralism.

Degree: PhD, Education, 2013, Loyola University Chicago

  The purpose of this project is to argue that in order for social and emotional learning (SEL) goals to achieve their intended outcomes for… (more)

Subjects/Keywords: moral education; religious pluralism; social emotional learning; Education Policy

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APA (6th Edition):

Baron, D. M. (2013). Social and Emotional Learning: An Argument for Religious Pluralism. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/499

Chicago Manual of Style (16th Edition):

Baron, Debra Mayconich. “Social and Emotional Learning: An Argument for Religious Pluralism.” 2013. Doctoral Dissertation, Loyola University Chicago. Accessed August 23, 2019. https://ecommons.luc.edu/luc_diss/499.

MLA Handbook (7th Edition):

Baron, Debra Mayconich. “Social and Emotional Learning: An Argument for Religious Pluralism.” 2013. Web. 23 Aug 2019.

Vancouver:

Baron DM. Social and Emotional Learning: An Argument for Religious Pluralism. [Internet] [Doctoral dissertation]. Loyola University Chicago; 2013. [cited 2019 Aug 23]. Available from: https://ecommons.luc.edu/luc_diss/499.

Council of Science Editors:

Baron DM. Social and Emotional Learning: An Argument for Religious Pluralism. [Doctoral Dissertation]. Loyola University Chicago; 2013. Available from: https://ecommons.luc.edu/luc_diss/499


Loyola University Chicago

27. Strom, Brent T. The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test.

Degree: Doctor of Education (EdD), School of Education, 2010, Loyola University Chicago

  Though Shakespeare remains the most taught author in American secondary school curriculum, and though there is growing evidence to suggest that the best practice… (more)

Subjects/Keywords: Critical thinking; performance; secondary English education; Shakespeare; Secondary Education and Teaching

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

APA (6th Edition):

Strom, B. T. (2010). The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/69

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):

Strom, Brent T. “The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test.” 2010. Thesis, Loyola University Chicago. Accessed August 23, 2019. https://ecommons.luc.edu/luc_diss/69.

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

MLA Handbook (7th Edition):

Strom, Brent T. “The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test.” 2010. Web. 23 Aug 2019.

Vancouver:

Strom BT. The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test. [Internet] [Thesis]. Loyola University Chicago; 2010. [cited 2019 Aug 23]. Available from: https://ecommons.luc.edu/luc_diss/69.

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

Council of Science Editors:

Strom BT. The Strawberry Grows Under the Nettle: How an Integrated Performance-Based Approach to the Teaching of Shakespeare at the Secondary Level Affects Critical Thinking Skills as Measured by the California Critical Thinking Skills Test. [Thesis]. Loyola University Chicago; 2010. Available from: https://ecommons.luc.edu/luc_diss/69

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


Loyola University Chicago

28. Harrman, Kevin. Benchmarks for Transition: Do St. Louis High Schools Promote Graduates That Can Make the Transition to Higher Education?.

Degree: MA, School of Education, 2011, Loyola University Chicago

  Are St. Louis area high schools designed to create graduates that are prepared to enter schools of higher education, or are their graduation requirements… (more)

Subjects/Keywords: Higher Education; Secondary Education; St. Louis; Transition; Educational Administration and Supervision

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APA (6th Edition):

Harrman, K. (2011). Benchmarks for Transition: Do St. Louis High Schools Promote Graduates That Can Make the Transition to Higher Education?. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/500

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):

Harrman, Kevin. “Benchmarks for Transition: Do St. Louis High Schools Promote Graduates That Can Make the Transition to Higher Education?.” 2011. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/500.

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

MLA Handbook (7th Edition):

Harrman, Kevin. “Benchmarks for Transition: Do St. Louis High Schools Promote Graduates That Can Make the Transition to Higher Education?.” 2011. Web. 23 Aug 2019.

Vancouver:

Harrman K. Benchmarks for Transition: Do St. Louis High Schools Promote Graduates That Can Make the Transition to Higher Education?. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/500.

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

Council of Science Editors:

Harrman K. Benchmarks for Transition: Do St. Louis High Schools Promote Graduates That Can Make the Transition to Higher Education?. [Thesis]. Loyola University Chicago; 2011. Available from: http://ecommons.luc.edu/luc_theses/500

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


Loyola University Chicago

29. Polanin, Joshua R. The Educators of Educators: An Evaluation of Carnegie Foundation's "Very High Research Activity" Universities' Schools of Education Professors.

Degree: MA, School of Education, 2010, Loyola University Chicago

  The field of education is diverse, its history marred with politically driven problems, and its research ill-funded and often disaggregated. Indeed researchers of the… (more)

Subjects/Keywords: academic production; carnegie foundation; doctoral training; education research; epistomology; nonexperimental; Education

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

APA (6th Edition):

Polanin, J. R. (2010). The Educators of Educators: An Evaluation of Carnegie Foundation's "Very High Research Activity" Universities' Schools of Education Professors. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/511

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):

Polanin, Joshua R. “The Educators of Educators: An Evaluation of Carnegie Foundation's "Very High Research Activity" Universities' Schools of Education Professors.” 2010. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/511.

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

MLA Handbook (7th Edition):

Polanin, Joshua R. “The Educators of Educators: An Evaluation of Carnegie Foundation's "Very High Research Activity" Universities' Schools of Education Professors.” 2010. Web. 23 Aug 2019.

Vancouver:

Polanin JR. The Educators of Educators: An Evaluation of Carnegie Foundation's "Very High Research Activity" Universities' Schools of Education Professors. [Internet] [Thesis]. Loyola University Chicago; 2010. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/511.

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

Council of Science Editors:

Polanin JR. The Educators of Educators: An Evaluation of Carnegie Foundation's "Very High Research Activity" Universities' Schools of Education Professors. [Thesis]. Loyola University Chicago; 2010. Available from: http://ecommons.luc.edu/luc_theses/511

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


Loyola University Chicago

30. Pasley, Laura D. Login to Learn: A Content Analysis of Southeast Asian Policies on Technology and Education.

Degree: MA, Education, 2013, Loyola University Chicago

  In the following thesis, using Aucoin's (2011) theoretical framework, I juxtapose the discourses neoliberalism and humanitarian "access" as they relate to describing the potential… (more)

Subjects/Keywords: ASEAN; Asia; education; ICT; policy; technology; Education Policy

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

APA (6th Edition):

Pasley, L. D. (2013). Login to Learn: A Content Analysis of Southeast Asian Policies on Technology and Education. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/1855

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):

Pasley, Laura D. “Login to Learn: A Content Analysis of Southeast Asian Policies on Technology and Education.” 2013. Thesis, Loyola University Chicago. Accessed August 23, 2019. http://ecommons.luc.edu/luc_theses/1855.

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

MLA Handbook (7th Edition):

Pasley, Laura D. “Login to Learn: A Content Analysis of Southeast Asian Policies on Technology and Education.” 2013. Web. 23 Aug 2019.

Vancouver:

Pasley LD. Login to Learn: A Content Analysis of Southeast Asian Policies on Technology and Education. [Internet] [Thesis]. Loyola University Chicago; 2013. [cited 2019 Aug 23]. Available from: http://ecommons.luc.edu/luc_theses/1855.

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

Council of Science Editors:

Pasley LD. Login to Learn: A Content Analysis of Southeast Asian Policies on Technology and Education. [Thesis]. Loyola University Chicago; 2013. Available from: http://ecommons.luc.edu/luc_theses/1855

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

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