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You searched for subject:(Education General). Showing records 1 – 30 of 3797 total matches.

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1. Tremain, Lisa D. "I Feel Confident Most of the Time"| A Study of the Relationships Between Writing Transfer, Dispositions Toward Learning and Writing, and Perceptions of Classroom Contexts.

Degree: 2015, University of California, Santa Barbara

  As recently as 2012, Elizabeth Wardle called for writing studies researchers to give "attention to the dispositions that students are embodying across fields and… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Tremain, L. D. (2015). "I Feel Confident Most of the Time"| A Study of the Relationships Between Writing Transfer, Dispositions Toward Learning and Writing, and Perceptions of Classroom Contexts. (Thesis). University of California, Santa Barbara. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3700214

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):

Tremain, Lisa D. “"I Feel Confident Most of the Time"| A Study of the Relationships Between Writing Transfer, Dispositions Toward Learning and Writing, and Perceptions of Classroom Contexts.” 2015. Thesis, University of California, Santa Barbara. Accessed August 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=3700214.

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

MLA Handbook (7th Edition):

Tremain, Lisa D. “"I Feel Confident Most of the Time"| A Study of the Relationships Between Writing Transfer, Dispositions Toward Learning and Writing, and Perceptions of Classroom Contexts.” 2015. Web. 20 Aug 2019.

Vancouver:

Tremain LD. "I Feel Confident Most of the Time"| A Study of the Relationships Between Writing Transfer, Dispositions Toward Learning and Writing, and Perceptions of Classroom Contexts. [Internet] [Thesis]. University of California, Santa Barbara; 2015. [cited 2019 Aug 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3700214.

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

Council of Science Editors:

Tremain LD. "I Feel Confident Most of the Time"| A Study of the Relationships Between Writing Transfer, Dispositions Toward Learning and Writing, and Perceptions of Classroom Contexts. [Thesis]. University of California, Santa Barbara; 2015. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3700214

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

2. Condon, Brianne. Deconstructing adverse influences of experience on the backcountry decision making of outdoor instructors.

Degree: 2014, Prescott College

  This study explores complexities associated with outdoor leaders' backcountry decision making, including decision-making errors that can often pose a realistic and overlooked challenge for… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Condon, B. (2014). Deconstructing adverse influences of experience on the backcountry decision making of outdoor instructors. (Thesis). Prescott College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1549942

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):

Condon, Brianne. “Deconstructing adverse influences of experience on the backcountry decision making of outdoor instructors.” 2014. Thesis, Prescott College. Accessed August 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1549942.

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

MLA Handbook (7th Edition):

Condon, Brianne. “Deconstructing adverse influences of experience on the backcountry decision making of outdoor instructors.” 2014. Web. 20 Aug 2019.

Vancouver:

Condon B. Deconstructing adverse influences of experience on the backcountry decision making of outdoor instructors. [Internet] [Thesis]. Prescott College; 2014. [cited 2019 Aug 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1549942.

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

Council of Science Editors:

Condon B. Deconstructing adverse influences of experience on the backcountry decision making of outdoor instructors. [Thesis]. Prescott College; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1549942

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


Harvard University

3. Diazgranados Ferrans, Silvia. The Civic Knowledge Gaps in Chile, Colombia and Mexico: An Application of the Oaxaca-Blinder Decomposition Method Using Data From the 2009 International Civic and Citizenship Education Study (ICCS).

Degree: Doctor of Education (EdD), 2016, Harvard University

 The existence of significant differences in the civic knowledge, civic attitudes and civic skills of young people from different socio-economic (SES) backgrounds represent civic competence… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Diazgranados Ferrans, S. (2016). The Civic Knowledge Gaps in Chile, Colombia and Mexico: An Application of the Oaxaca-Blinder Decomposition Method Using Data From the 2009 International Civic and Citizenship Education Study (ICCS). (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112704

Chicago Manual of Style (16th Edition):

Diazgranados Ferrans, Silvia. “The Civic Knowledge Gaps in Chile, Colombia and Mexico: An Application of the Oaxaca-Blinder Decomposition Method Using Data From the 2009 International Civic and Citizenship Education Study (ICCS).” 2016. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112704.

MLA Handbook (7th Edition):

Diazgranados Ferrans, Silvia. “The Civic Knowledge Gaps in Chile, Colombia and Mexico: An Application of the Oaxaca-Blinder Decomposition Method Using Data From the 2009 International Civic and Citizenship Education Study (ICCS).” 2016. Web. 20 Aug 2019.

Vancouver:

Diazgranados Ferrans S. The Civic Knowledge Gaps in Chile, Colombia and Mexico: An Application of the Oaxaca-Blinder Decomposition Method Using Data From the 2009 International Civic and Citizenship Education Study (ICCS). [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112704.

Council of Science Editors:

Diazgranados Ferrans S. The Civic Knowledge Gaps in Chile, Colombia and Mexico: An Application of the Oaxaca-Blinder Decomposition Method Using Data From the 2009 International Civic and Citizenship Education Study (ICCS). [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112704

4. Jiang, Fan. Chinese Immigrant Parents' Communication with Their Children's School Teachers: Experiences, Expectations and Challenges.

Degree: M. Ed., Education, 2011, National Library of Canada

 Using mixed methods research design, this study aimed to explore and examine Chinese immigrant parents' communication experiences with their children's school teachers. First, quantitative data… (more)

Subjects/Keywords: Education; General.

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APA (6th Edition):

Jiang, F. (2011). Chinese Immigrant Parents' Communication with Their Children's School Teachers: Experiences, Expectations and Challenges. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/247

Chicago Manual of Style (16th Edition):

Jiang, Fan. “Chinese Immigrant Parents' Communication with Their Children's School Teachers: Experiences, Expectations and Challenges.” 2011. Masters Thesis, National Library of Canada. Accessed August 20, 2019. http://scholar.uwindsor.ca/etd/247.

MLA Handbook (7th Edition):

Jiang, Fan. “Chinese Immigrant Parents' Communication with Their Children's School Teachers: Experiences, Expectations and Challenges.” 2011. Web. 20 Aug 2019.

Vancouver:

Jiang F. Chinese Immigrant Parents' Communication with Their Children's School Teachers: Experiences, Expectations and Challenges. [Internet] [Masters thesis]. National Library of Canada; 2011. [cited 2019 Aug 20]. Available from: http://scholar.uwindsor.ca/etd/247.

Council of Science Editors:

Jiang F. Chinese Immigrant Parents' Communication with Their Children's School Teachers: Experiences, Expectations and Challenges. [Masters Thesis]. National Library of Canada; 2011. Available from: http://scholar.uwindsor.ca/etd/247


Temple University

5. Matthews, Emanique. INVESTIGATING THE ASSOCIATION OF PARENTAL INFLUENCE AND CHILDREN'S SCHOOL READINESS AND EARLY ACADEMIC ACHIEVEMENT: AN ANALYSIS USING EARLY CHILDHOOD LONGITUDINAL STUDY - KINDERGARTEN (ECLS-K).

Degree: PhD, 2008, Temple University

Urban Education

The purpose of this study was to examine the associations between parental and social factors, parents' academic belief systems and parenting practices, and… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Matthews, E. (2008). INVESTIGATING THE ASSOCIATION OF PARENTAL INFLUENCE AND CHILDREN'S SCHOOL READINESS AND EARLY ACADEMIC ACHIEVEMENT: AN ANALYSIS USING EARLY CHILDHOOD LONGITUDINAL STUDY - KINDERGARTEN (ECLS-K). (Doctoral Dissertation). Temple University. Retrieved from http://digital.library.temple.edu/u?/p245801coll10,15099

Chicago Manual of Style (16th Edition):

Matthews, Emanique. “INVESTIGATING THE ASSOCIATION OF PARENTAL INFLUENCE AND CHILDREN'S SCHOOL READINESS AND EARLY ACADEMIC ACHIEVEMENT: AN ANALYSIS USING EARLY CHILDHOOD LONGITUDINAL STUDY - KINDERGARTEN (ECLS-K).” 2008. Doctoral Dissertation, Temple University. Accessed August 20, 2019. http://digital.library.temple.edu/u?/p245801coll10,15099.

MLA Handbook (7th Edition):

Matthews, Emanique. “INVESTIGATING THE ASSOCIATION OF PARENTAL INFLUENCE AND CHILDREN'S SCHOOL READINESS AND EARLY ACADEMIC ACHIEVEMENT: AN ANALYSIS USING EARLY CHILDHOOD LONGITUDINAL STUDY - KINDERGARTEN (ECLS-K).” 2008. Web. 20 Aug 2019.

Vancouver:

Matthews E. INVESTIGATING THE ASSOCIATION OF PARENTAL INFLUENCE AND CHILDREN'S SCHOOL READINESS AND EARLY ACADEMIC ACHIEVEMENT: AN ANALYSIS USING EARLY CHILDHOOD LONGITUDINAL STUDY - KINDERGARTEN (ECLS-K). [Internet] [Doctoral dissertation]. Temple University; 2008. [cited 2019 Aug 20]. Available from: http://digital.library.temple.edu/u?/p245801coll10,15099.

Council of Science Editors:

Matthews E. INVESTIGATING THE ASSOCIATION OF PARENTAL INFLUENCE AND CHILDREN'S SCHOOL READINESS AND EARLY ACADEMIC ACHIEVEMENT: AN ANALYSIS USING EARLY CHILDHOOD LONGITUDINAL STUDY - KINDERGARTEN (ECLS-K). [Doctoral Dissertation]. Temple University; 2008. Available from: http://digital.library.temple.edu/u?/p245801coll10,15099

6. Martin, Sarah Virginia. The Representation of Women in Adventure Education Literature.

Degree: 2014, Prescott College

  In the United States (U.S.), adventure education (AE) articulates a social mission: It seeks to be inclusive serving members of all communities with their… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Martin, S. V. (2014). The Representation of Women in Adventure Education Literature. (Thesis). Prescott College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1551564

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):

Martin, Sarah Virginia. “The Representation of Women in Adventure Education Literature.” 2014. Thesis, Prescott College. Accessed August 20, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=1551564.

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

MLA Handbook (7th Edition):

Martin, Sarah Virginia. “The Representation of Women in Adventure Education Literature.” 2014. Web. 20 Aug 2019.

Vancouver:

Martin SV. The Representation of Women in Adventure Education Literature. [Internet] [Thesis]. Prescott College; 2014. [cited 2019 Aug 20]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1551564.

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

Council of Science Editors:

Martin SV. The Representation of Women in Adventure Education Literature. [Thesis]. Prescott College; 2014. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1551564

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


Harvard University

7. Barmore, Johanna M. Journey From Data Into Instruction: How Teacher Teams Engage in Data-Driven Inquiry.

Degree: 2018, Harvard University

Increasingly U.S policy-makers and K - 12 schools are adopting data-driven improvement interventions believing that such initiatives support both student and teacher learning. While widespread,… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Barmore, J. M. (2018). Journey From Data Into Instruction: How Teacher Teams Engage in Data-Driven Inquiry. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935838

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):

Barmore, Johanna M. “Journey From Data Into Instruction: How Teacher Teams Engage in Data-Driven Inquiry.” 2018. Thesis, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935838.

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

MLA Handbook (7th Edition):

Barmore, Johanna M. “Journey From Data Into Instruction: How Teacher Teams Engage in Data-Driven Inquiry.” 2018. Web. 20 Aug 2019.

Vancouver:

Barmore JM. Journey From Data Into Instruction: How Teacher Teams Engage in Data-Driven Inquiry. [Internet] [Thesis]. Harvard University; 2018. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935838.

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

Council of Science Editors:

Barmore JM. Journey From Data Into Instruction: How Teacher Teams Engage in Data-Driven Inquiry. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37935838

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

8. Demjanenko, Tanya. Identity In/Formation: A Visual Autoethnographic Exploration Through The Voices And Images Of Six Immigrant Women Graduate Students.

Degree: M. Ed., Education, 2011, National Library of Canada

 The purpose of this study is to examine the formation of the researcher's identity through narratives of immigrant women, collected through interviews, who are completing… (more)

Subjects/Keywords: Education; General.

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APA (6th Edition):

Demjanenko, T. (2011). Identity In/Formation: A Visual Autoethnographic Exploration Through The Voices And Images Of Six Immigrant Women Graduate Students. (Masters Thesis). National Library of Canada. Retrieved from http://scholar.uwindsor.ca/etd/244

Chicago Manual of Style (16th Edition):

Demjanenko, Tanya. “Identity In/Formation: A Visual Autoethnographic Exploration Through The Voices And Images Of Six Immigrant Women Graduate Students.” 2011. Masters Thesis, National Library of Canada. Accessed August 20, 2019. http://scholar.uwindsor.ca/etd/244.

MLA Handbook (7th Edition):

Demjanenko, Tanya. “Identity In/Formation: A Visual Autoethnographic Exploration Through The Voices And Images Of Six Immigrant Women Graduate Students.” 2011. Web. 20 Aug 2019.

Vancouver:

Demjanenko T. Identity In/Formation: A Visual Autoethnographic Exploration Through The Voices And Images Of Six Immigrant Women Graduate Students. [Internet] [Masters thesis]. National Library of Canada; 2011. [cited 2019 Aug 20]. Available from: http://scholar.uwindsor.ca/etd/244.

Council of Science Editors:

Demjanenko T. Identity In/Formation: A Visual Autoethnographic Exploration Through The Voices And Images Of Six Immigrant Women Graduate Students. [Masters Thesis]. National Library of Canada; 2011. Available from: http://scholar.uwindsor.ca/etd/244


Harvard University

9. Rosner, Jessica Lori. Estimating the Impact of Receiving a Higher Evaluation Rating on Early-Career Teacher Turnover and Its Relationship to School Context.

Degree: Doctor of Education (EdD), 2015, Harvard University

Teacher evaluation systems have gone through widespread changes in recent years. These new systems have the potential to influence early-career teachers’ career trajectories because of… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Rosner, J. L. (2015). Estimating the Impact of Receiving a Higher Evaluation Rating on Early-Career Teacher Turnover and Its Relationship to School Context. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461044

Chicago Manual of Style (16th Edition):

Rosner, Jessica Lori. “Estimating the Impact of Receiving a Higher Evaluation Rating on Early-Career Teacher Turnover and Its Relationship to School Context.” 2015. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461044.

MLA Handbook (7th Edition):

Rosner, Jessica Lori. “Estimating the Impact of Receiving a Higher Evaluation Rating on Early-Career Teacher Turnover and Its Relationship to School Context.” 2015. Web. 20 Aug 2019.

Vancouver:

Rosner JL. Estimating the Impact of Receiving a Higher Evaluation Rating on Early-Career Teacher Turnover and Its Relationship to School Context. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461044.

Council of Science Editors:

Rosner JL. Estimating the Impact of Receiving a Higher Evaluation Rating on Early-Career Teacher Turnover and Its Relationship to School Context. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461044


Harvard University

10. El-Amin, Aaliyah. “Until Justice Rolls Down Like Water” Revisiting Emancipatory Schooling for African Americans – a Theoretical Exploration of Concepts for Liberation.

Degree: Doctor of Education (EdD), 2015, Harvard University

African Americans have a long history in the United States of being asked to live within, and flourish in spite of, a racist society. Throughout… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

El-Amin, A. (2015). “Until Justice Rolls Down Like Water” Revisiting Emancipatory Schooling for African Americans – a Theoretical Exploration of Concepts for Liberation. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461053

Chicago Manual of Style (16th Edition):

El-Amin, Aaliyah. ““Until Justice Rolls Down Like Water” Revisiting Emancipatory Schooling for African Americans – a Theoretical Exploration of Concepts for Liberation.” 2015. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461053.

MLA Handbook (7th Edition):

El-Amin, Aaliyah. ““Until Justice Rolls Down Like Water” Revisiting Emancipatory Schooling for African Americans – a Theoretical Exploration of Concepts for Liberation.” 2015. Web. 20 Aug 2019.

Vancouver:

El-Amin A. “Until Justice Rolls Down Like Water” Revisiting Emancipatory Schooling for African Americans – a Theoretical Exploration of Concepts for Liberation. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461053.

Council of Science Editors:

El-Amin A. “Until Justice Rolls Down Like Water” Revisiting Emancipatory Schooling for African Americans – a Theoretical Exploration of Concepts for Liberation. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16461053

11. Burton, Dorian Orlando. Creating a Campaign for Black Male Achievement: Building a Collective Impact Strategy to Support Black Male Achievement in Pittsburgh, Pennsylvania.

Degree: Doctor of Education Leadership (Ed.L.D.), 2015, Harvard University

 This capstone shows how I framed and enacted a collective impact strategy to build a campaign for African-American male achievement in Pittsburgh, Pennsylvania. The project… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Burton, D. O. (2015). Creating a Campaign for Black Male Achievement: Building a Collective Impact Strategy to Support Black Male Achievement in Pittsburgh, Pennsylvania. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645009

Chicago Manual of Style (16th Edition):

Burton, Dorian Orlando. “Creating a Campaign for Black Male Achievement: Building a Collective Impact Strategy to Support Black Male Achievement in Pittsburgh, Pennsylvania.” 2015. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645009.

MLA Handbook (7th Edition):

Burton, Dorian Orlando. “Creating a Campaign for Black Male Achievement: Building a Collective Impact Strategy to Support Black Male Achievement in Pittsburgh, Pennsylvania.” 2015. Web. 20 Aug 2019.

Vancouver:

Burton DO. Creating a Campaign for Black Male Achievement: Building a Collective Impact Strategy to Support Black Male Achievement in Pittsburgh, Pennsylvania. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645009.

Council of Science Editors:

Burton DO. Creating a Campaign for Black Male Achievement: Building a Collective Impact Strategy to Support Black Male Achievement in Pittsburgh, Pennsylvania. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645009


Harvard University

12. Petersen, Matthew. Leading and Learning From Innovation at Teach for America.

Degree: Doctor of Education Leadership (Ed.L.D.), 2015, Harvard University

 This capstone explores my efforts to lead the implementation of new learning structures for internally funded innovation projects at Teach For America (TFA), a nationwide… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Petersen, M. (2015). Leading and Learning From Innovation at Teach for America. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645014

Chicago Manual of Style (16th Edition):

Petersen, Matthew. “Leading and Learning From Innovation at Teach for America.” 2015. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645014.

MLA Handbook (7th Edition):

Petersen, Matthew. “Leading and Learning From Innovation at Teach for America.” 2015. Web. 20 Aug 2019.

Vancouver:

Petersen M. Leading and Learning From Innovation at Teach for America. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645014.

Council of Science Editors:

Petersen M. Leading and Learning From Innovation at Teach for America. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645014


Harvard University

13. Stemm-Calderon, Zoe. Crossing the Chasm: Investing in the Early Stage Scaling of Personalized Learning at the Bill & Melinda Gates Foundation.

Degree: Doctor of Education Leadership (Ed.L.D.), 2015, Harvard University

 Dramatic shifts in our economy, the nature of learning, and the demographics of students are placing increasing demands on US K-12 school systems to be… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Stemm-Calderon, Z. (2015). Crossing the Chasm: Investing in the Early Stage Scaling of Personalized Learning at the Bill & Melinda Gates Foundation. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645020

Chicago Manual of Style (16th Edition):

Stemm-Calderon, Zoe. “Crossing the Chasm: Investing in the Early Stage Scaling of Personalized Learning at the Bill & Melinda Gates Foundation.” 2015. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645020.

MLA Handbook (7th Edition):

Stemm-Calderon, Zoe. “Crossing the Chasm: Investing in the Early Stage Scaling of Personalized Learning at the Bill & Melinda Gates Foundation.” 2015. Web. 20 Aug 2019.

Vancouver:

Stemm-Calderon Z. Crossing the Chasm: Investing in the Early Stage Scaling of Personalized Learning at the Bill & Melinda Gates Foundation. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645020.

Council of Science Editors:

Stemm-Calderon Z. Crossing the Chasm: Investing in the Early Stage Scaling of Personalized Learning at the Bill & Melinda Gates Foundation. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645020


Harvard University

14. Saxena, Suchitra. Policy Entrepreneurship in an Emergent Domain: Advancing Innovation in Non-Cognitive Factors From the Federal Level.

Degree: Doctor of Education Leadership (Ed.L.D.), 2015, Harvard University

 I served as the Raikes Foundation Fellow on Non-Cognitive Factors and Learning within the U.S. Department of Education’s Office of Innovation and Improvement during the… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Saxena, S. (2015). Policy Entrepreneurship in an Emergent Domain: Advancing Innovation in Non-Cognitive Factors From the Federal Level. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645021

Chicago Manual of Style (16th Edition):

Saxena, Suchitra. “Policy Entrepreneurship in an Emergent Domain: Advancing Innovation in Non-Cognitive Factors From the Federal Level.” 2015. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645021.

MLA Handbook (7th Edition):

Saxena, Suchitra. “Policy Entrepreneurship in an Emergent Domain: Advancing Innovation in Non-Cognitive Factors From the Federal Level.” 2015. Web. 20 Aug 2019.

Vancouver:

Saxena S. Policy Entrepreneurship in an Emergent Domain: Advancing Innovation in Non-Cognitive Factors From the Federal Level. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645021.

Council of Science Editors:

Saxena S. Policy Entrepreneurship in an Emergent Domain: Advancing Innovation in Non-Cognitive Factors From the Federal Level. [Doctoral Dissertation]. Harvard University; 2015. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:16645021


Harvard University

15. Benavides, Veronica. Staying on Mission and Staying in Business: Strategic Planning in the Education Nonprofit Sector.

Degree: Doctor of Education Leadership (Ed.L.D.), 2016, Harvard University

 This capstone explores a strategic planning process I carried out at the NYC Leadership Academy (NYCLA), a nonprofit organization. Through the development and launch of… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Benavides, V. (2016). Staying on Mission and Staying in Business: Strategic Planning in the Education Nonprofit Sector. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013335

Chicago Manual of Style (16th Edition):

Benavides, Veronica. “Staying on Mission and Staying in Business: Strategic Planning in the Education Nonprofit Sector.” 2016. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013335.

MLA Handbook (7th Edition):

Benavides, Veronica. “Staying on Mission and Staying in Business: Strategic Planning in the Education Nonprofit Sector.” 2016. Web. 20 Aug 2019.

Vancouver:

Benavides V. Staying on Mission and Staying in Business: Strategic Planning in the Education Nonprofit Sector. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013335.

Council of Science Editors:

Benavides V. Staying on Mission and Staying in Business: Strategic Planning in the Education Nonprofit Sector. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013335

16. Yang Keo, Seng-Dao. Changing How Schools and the Profession Are Organized: Building a Foundation for a National System of Teacher Career Ladders at the National Center on Education and the Economy.

Degree: Doctor of Education Leadership (Ed.L.D.), 2016, Harvard University

 This capstone examines the National Center on Education and the Economy’s (NCEE) efforts in its initial planning stage to lead the design of and build… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Yang Keo, S. (2016). Changing How Schools and the Profession Are Organized: Building a Foundation for a National System of Teacher Career Ladders at the National Center on Education and the Economy. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013341

Chicago Manual of Style (16th Edition):

Yang Keo, Seng-Dao. “Changing How Schools and the Profession Are Organized: Building a Foundation for a National System of Teacher Career Ladders at the National Center on Education and the Economy.” 2016. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013341.

MLA Handbook (7th Edition):

Yang Keo, Seng-Dao. “Changing How Schools and the Profession Are Organized: Building a Foundation for a National System of Teacher Career Ladders at the National Center on Education and the Economy.” 2016. Web. 20 Aug 2019.

Vancouver:

Yang Keo S. Changing How Schools and the Profession Are Organized: Building a Foundation for a National System of Teacher Career Ladders at the National Center on Education and the Economy. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013341.

Council of Science Editors:

Yang Keo S. Changing How Schools and the Profession Are Organized: Building a Foundation for a National System of Teacher Career Ladders at the National Center on Education and the Economy. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013341


Harvard University

17. Skolnick, Jonathan. Prime Public Charter School: A New Approach to Professionalizing Teaching.

Degree: Doctor of Education Leadership (Ed.L.D.), 2016, Harvard University

 In the last 30 years, the U.S. education reform movement has focused primarily on increasing school choice, accountability linked to standards, and leadership capacity in… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Skolnick, J. (2016). Prime Public Charter School: A New Approach to Professionalizing Teaching. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013346

Chicago Manual of Style (16th Edition):

Skolnick, Jonathan. “Prime Public Charter School: A New Approach to Professionalizing Teaching.” 2016. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013346.

MLA Handbook (7th Edition):

Skolnick, Jonathan. “Prime Public Charter School: A New Approach to Professionalizing Teaching.” 2016. Web. 20 Aug 2019.

Vancouver:

Skolnick J. Prime Public Charter School: A New Approach to Professionalizing Teaching. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013346.

Council of Science Editors:

Skolnick J. Prime Public Charter School: A New Approach to Professionalizing Teaching. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27013346

18. Blazar, David. Teacher and Teaching Effects on Students' Academic Performance, Attitudes, and Behaviors.

Degree: Doctor of Education (EdD), 2016, Harvard University

 Research confirms that teachers have substantial impacts on their students’ academic and life-long success. However, little is known about specific dimensions of teaching practice that… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Blazar, D. (2016). Teacher and Teaching Effects on Students' Academic Performance, Attitudes, and Behaviors. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112692

Chicago Manual of Style (16th Edition):

Blazar, David. “Teacher and Teaching Effects on Students' Academic Performance, Attitudes, and Behaviors.” 2016. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112692.

MLA Handbook (7th Edition):

Blazar, David. “Teacher and Teaching Effects on Students' Academic Performance, Attitudes, and Behaviors.” 2016. Web. 20 Aug 2019.

Vancouver:

Blazar D. Teacher and Teaching Effects on Students' Academic Performance, Attitudes, and Behaviors. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112692.

Council of Science Editors:

Blazar D. Teacher and Teaching Effects on Students' Academic Performance, Attitudes, and Behaviors. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112692


Harvard University

19. Waronker, Shimon. Teacher Teams and Refined Praxis: an Investigation of Teacher Perceptions in Schools.

Degree: Doctor of Education (EdD), 2016, Harvard University

 Two approaches have emerged to counteract isolation (Donaldson, et al., 2008; Little, 1990) and lack of structures for teachers to reflect and learn (Ash and… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Waronker, S. (2016). Teacher Teams and Refined Praxis: an Investigation of Teacher Perceptions in Schools. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112710

Chicago Manual of Style (16th Edition):

Waronker, Shimon. “Teacher Teams and Refined Praxis: an Investigation of Teacher Perceptions in Schools.” 2016. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112710.

MLA Handbook (7th Edition):

Waronker, Shimon. “Teacher Teams and Refined Praxis: an Investigation of Teacher Perceptions in Schools.” 2016. Web. 20 Aug 2019.

Vancouver:

Waronker S. Teacher Teams and Refined Praxis: an Investigation of Teacher Perceptions in Schools. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112710.

Council of Science Editors:

Waronker S. Teacher Teams and Refined Praxis: an Investigation of Teacher Perceptions in Schools. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:27112710


Harvard University

20. Cannard, Kelly. National Board Certification: A Career Imprint That Transfers to Teacher Leadership Roles.

Degree: Doctor of Education (EdD), 2017, Harvard University

 Since its inception in 1987, the National Board for Professional Teaching Standards has certified over 112,000 accomplished teachers in its effort to professionalize teaching. During… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Cannard, K. (2017). National Board Certification: A Career Imprint That Transfers to Teacher Leadership Roles. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052845

Chicago Manual of Style (16th Edition):

Cannard, Kelly. “National Board Certification: A Career Imprint That Transfers to Teacher Leadership Roles.” 2017. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052845.

MLA Handbook (7th Edition):

Cannard, Kelly. “National Board Certification: A Career Imprint That Transfers to Teacher Leadership Roles.” 2017. Web. 20 Aug 2019.

Vancouver:

Cannard K. National Board Certification: A Career Imprint That Transfers to Teacher Leadership Roles. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052845.

Council of Science Editors:

Cannard K. National Board Certification: A Career Imprint That Transfers to Teacher Leadership Roles. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052845


Harvard University

21. Ortiz Guzman, Christine Marie. equityXdesign: Leveraging Identity Development in the Creation of an Anti-Racist Equitable Design Thinking Process.

Degree: Doctor of Education Leadership (Ed.L.D.), 2017, Harvard University

 Educational Equity has been situated as the civil rights issue of our time. While arguably the focus on education reform efforts has increased over the… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Ortiz Guzman, C. M. (2017). equityXdesign: Leveraging Identity Development in the Creation of an Anti-Racist Equitable Design Thinking Process. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774659

Chicago Manual of Style (16th Edition):

Ortiz Guzman, Christine Marie. “equityXdesign: Leveraging Identity Development in the Creation of an Anti-Racist Equitable Design Thinking Process.” 2017. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774659.

MLA Handbook (7th Edition):

Ortiz Guzman, Christine Marie. “equityXdesign: Leveraging Identity Development in the Creation of an Anti-Racist Equitable Design Thinking Process.” 2017. Web. 20 Aug 2019.

Vancouver:

Ortiz Guzman CM. equityXdesign: Leveraging Identity Development in the Creation of an Anti-Racist Equitable Design Thinking Process. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774659.

Council of Science Editors:

Ortiz Guzman CM. equityXdesign: Leveraging Identity Development in the Creation of an Anti-Racist Equitable Design Thinking Process. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774659


Harvard University

22. Magnuson, Nicole Y. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.

Degree: Doctor of Education Leadership (Ed.L.D.), 2017, Harvard University

 In addition to preparing students academically, public schools are increasingly expected to address the complex social, emotional, and safety needs of students. Collective impact, first… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Magnuson, N. Y. (2017). Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663

Chicago Manual of Style (16th Edition):

Magnuson, Nicole Y. “Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.” 2017. Doctoral Dissertation, Harvard University. Accessed August 20, 2019. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663.

MLA Handbook (7th Edition):

Magnuson, Nicole Y. “Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District.” 2017. Web. 20 Aug 2019.

Vancouver:

Magnuson NY. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2019 Aug 20]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663.

Council of Science Editors:

Magnuson NY. Advancing and Sustaining the Oceanside Promise: A Collective Impact Initiative Anchored Within Oceanside Unified School District. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33774663


McGill University

23. Blacksmith, George. The intergenerational legacy of the Indian residential school system in the Cree communities of Mistissini, Oujebougamau, and Waswanipi: an investigative research on the experience of the James Bay Cree of Northern Quebec.

Degree: PhD, Department of Integrated Studies in Education, 2011, McGill University

 This study examined the effects of the residential school system on the Cree and their communities. The four guiding questions for this study were: (i)… (more)

Subjects/Keywords: Education - General

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APA (6th Edition):

Blacksmith, G. (2011). The intergenerational legacy of the Indian residential school system in the Cree communities of Mistissini, Oujebougamau, and Waswanipi: an investigative research on the experience of the James Bay Cree of Northern Quebec. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile96748.pdf

Chicago Manual of Style (16th Edition):

Blacksmith, George. “The intergenerational legacy of the Indian residential school system in the Cree communities of Mistissini, Oujebougamau, and Waswanipi: an investigative research on the experience of the James Bay Cree of Northern Quebec.” 2011. Doctoral Dissertation, McGill University. Accessed August 20, 2019. http://digitool.library.mcgill.ca/thesisfile96748.pdf.

MLA Handbook (7th Edition):

Blacksmith, George. “The intergenerational legacy of the Indian residential school system in the Cree communities of Mistissini, Oujebougamau, and Waswanipi: an investigative research on the experience of the James Bay Cree of Northern Quebec.” 2011. Web. 20 Aug 2019.

Vancouver:

Blacksmith G. The intergenerational legacy of the Indian residential school system in the Cree communities of Mistissini, Oujebougamau, and Waswanipi: an investigative research on the experience of the James Bay Cree of Northern Quebec. [Internet] [Doctoral dissertation]. McGill University; 2011. [cited 2019 Aug 20]. Available from: http://digitool.library.mcgill.ca/thesisfile96748.pdf.

Council of Science Editors:

Blacksmith G. The intergenerational legacy of the Indian residential school system in the Cree communities of Mistissini, Oujebougamau, and Waswanipi: an investigative research on the experience of the James Bay Cree of Northern Quebec. [Doctoral Dissertation]. McGill University; 2011. Available from: http://digitool.library.mcgill.ca/thesisfile96748.pdf


McGill University

24. Dobson, Margaret. Educating for meaning: Who am I really? Identity and creativity: putting two and two together. A critical analysis in-formed by poetic and narrative perspectives.

Degree: PhD, Department of Integrated Studies in Education, 2015, McGill University

Motivated by a strong resonance between my lived experience and Arendt’s (1974) astute appraisal of the human condition—especially her observation that we have lost who… (more)

Subjects/Keywords: Education - General

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APA (6th Edition):

Dobson, M. (2015). Educating for meaning: Who am I really? Identity and creativity: putting two and two together. A critical analysis in-formed by poetic and narrative perspectives. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile132512.pdf

Chicago Manual of Style (16th Edition):

Dobson, Margaret. “Educating for meaning: Who am I really? Identity and creativity: putting two and two together. A critical analysis in-formed by poetic and narrative perspectives.” 2015. Doctoral Dissertation, McGill University. Accessed August 20, 2019. http://digitool.library.mcgill.ca/thesisfile132512.pdf.

MLA Handbook (7th Edition):

Dobson, Margaret. “Educating for meaning: Who am I really? Identity and creativity: putting two and two together. A critical analysis in-formed by poetic and narrative perspectives.” 2015. Web. 20 Aug 2019.

Vancouver:

Dobson M. Educating for meaning: Who am I really? Identity and creativity: putting two and two together. A critical analysis in-formed by poetic and narrative perspectives. [Internet] [Doctoral dissertation]. McGill University; 2015. [cited 2019 Aug 20]. Available from: http://digitool.library.mcgill.ca/thesisfile132512.pdf.

Council of Science Editors:

Dobson M. Educating for meaning: Who am I really? Identity and creativity: putting two and two together. A critical analysis in-formed by poetic and narrative perspectives. [Doctoral Dissertation]. McGill University; 2015. Available from: http://digitool.library.mcgill.ca/thesisfile132512.pdf


McGill University

25. Churchill, Andrew. The praxis of critical pedagogy and educational reform: analyzing media coverage of the U.S. charter school movement.

Degree: PhD, Department of Integrated Studies in Education, 2011, McGill University

American charter schools are entering their third decade. What began in 1991 as a single piece of legislation in a single state has grown to… (more)

Subjects/Keywords: Education - General

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APA (6th Edition):

Churchill, A. (2011). The praxis of critical pedagogy and educational reform: analyzing media coverage of the U.S. charter school movement. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile104669.pdf

Chicago Manual of Style (16th Edition):

Churchill, Andrew. “The praxis of critical pedagogy and educational reform: analyzing media coverage of the U.S. charter school movement.” 2011. Doctoral Dissertation, McGill University. Accessed August 20, 2019. http://digitool.library.mcgill.ca/thesisfile104669.pdf.

MLA Handbook (7th Edition):

Churchill, Andrew. “The praxis of critical pedagogy and educational reform: analyzing media coverage of the U.S. charter school movement.” 2011. Web. 20 Aug 2019.

Vancouver:

Churchill A. The praxis of critical pedagogy and educational reform: analyzing media coverage of the U.S. charter school movement. [Internet] [Doctoral dissertation]. McGill University; 2011. [cited 2019 Aug 20]. Available from: http://digitool.library.mcgill.ca/thesisfile104669.pdf.

Council of Science Editors:

Churchill A. The praxis of critical pedagogy and educational reform: analyzing media coverage of the U.S. charter school movement. [Doctoral Dissertation]. McGill University; 2011. Available from: http://digitool.library.mcgill.ca/thesisfile104669.pdf


McGill University

26. Kim, Moon-Jeong. Let there be voice: engaging adolescent girls in participatory research in Cameroon.

Degree: MA, Department of Integrated Studies in Education, 2013, McGill University

This study explores the perspectives and experiences of eleven adolescent girls in Cameroon on the meanings, purposes and barriers to education. Arts-based and visual methodologies… (more)

Subjects/Keywords: Education - General

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APA (6th Edition):

Kim, M. (2013). Let there be voice: engaging adolescent girls in participatory research in Cameroon. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile119472.pdf

Chicago Manual of Style (16th Edition):

Kim, Moon-Jeong. “Let there be voice: engaging adolescent girls in participatory research in Cameroon.” 2013. Masters Thesis, McGill University. Accessed August 20, 2019. http://digitool.library.mcgill.ca/thesisfile119472.pdf.

MLA Handbook (7th Edition):

Kim, Moon-Jeong. “Let there be voice: engaging adolescent girls in participatory research in Cameroon.” 2013. Web. 20 Aug 2019.

Vancouver:

Kim M. Let there be voice: engaging adolescent girls in participatory research in Cameroon. [Internet] [Masters thesis]. McGill University; 2013. [cited 2019 Aug 20]. Available from: http://digitool.library.mcgill.ca/thesisfile119472.pdf.

Council of Science Editors:

Kim M. Let there be voice: engaging adolescent girls in participatory research in Cameroon. [Masters Thesis]. McGill University; 2013. Available from: http://digitool.library.mcgill.ca/thesisfile119472.pdf


McGill University

27. Walker, Cheryl. Myth busting: high-performance students rarely prefer to work alone.

Degree: MA, Department of Educational and Counselling Psychology, 2010, McGill University

Through the topic of cooperative and collaborative learning, the need for refinement of definitions and expanded methodologies is identified. Past research narrowly focused on only… (more)

Subjects/Keywords: Education - General

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APA (6th Edition):

Walker, C. (2010). Myth busting: high-performance students rarely prefer to work alone. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile95208.pdf

Chicago Manual of Style (16th Edition):

Walker, Cheryl. “Myth busting: high-performance students rarely prefer to work alone.” 2010. Masters Thesis, McGill University. Accessed August 20, 2019. http://digitool.library.mcgill.ca/thesisfile95208.pdf.

MLA Handbook (7th Edition):

Walker, Cheryl. “Myth busting: high-performance students rarely prefer to work alone.” 2010. Web. 20 Aug 2019.

Vancouver:

Walker C. Myth busting: high-performance students rarely prefer to work alone. [Internet] [Masters thesis]. McGill University; 2010. [cited 2019 Aug 20]. Available from: http://digitool.library.mcgill.ca/thesisfile95208.pdf.

Council of Science Editors:

Walker C. Myth busting: high-performance students rarely prefer to work alone. [Masters Thesis]. McGill University; 2010. Available from: http://digitool.library.mcgill.ca/thesisfile95208.pdf


McGill University

28. Boyle, Dale. Exploring a university teacher's approach to incorporating music in a cognition psychology course.

Degree: PhD, Department of Integrated Studies in Education, 2011, McGill University

This qualitative study explored a university teacher's approach to incorporating music in a Cognition psychology course. Data sources included participant interviews, professor interviews, and field… (more)

Subjects/Keywords: Education - General

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APA (6th Edition):

Boyle, D. (2011). Exploring a university teacher's approach to incorporating music in a cognition psychology course. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile104513.pdf

Chicago Manual of Style (16th Edition):

Boyle, Dale. “Exploring a university teacher's approach to incorporating music in a cognition psychology course.” 2011. Doctoral Dissertation, McGill University. Accessed August 20, 2019. http://digitool.library.mcgill.ca/thesisfile104513.pdf.

MLA Handbook (7th Edition):

Boyle, Dale. “Exploring a university teacher's approach to incorporating music in a cognition psychology course.” 2011. Web. 20 Aug 2019.

Vancouver:

Boyle D. Exploring a university teacher's approach to incorporating music in a cognition psychology course. [Internet] [Doctoral dissertation]. McGill University; 2011. [cited 2019 Aug 20]. Available from: http://digitool.library.mcgill.ca/thesisfile104513.pdf.

Council of Science Editors:

Boyle D. Exploring a university teacher's approach to incorporating music in a cognition psychology course. [Doctoral Dissertation]. McGill University; 2011. Available from: http://digitool.library.mcgill.ca/thesisfile104513.pdf


McGill University

29. Papi, Alessandra. What whiteness has to do with looking at UNICEF visual images? an autoethnographic exploration by a development practitioner.

Degree: MA, Department of Integrated Studies in Education, 2010, McGill University

This auto-ethnography is framed within three main theoretical underpinnings: post-colonial theory, critical race theory and concepts of whiteness, and explores ways in which visual images… (more)

Subjects/Keywords: Education - General

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APA (6th Edition):

Papi, A. (2010). What whiteness has to do with looking at UNICEF visual images? an autoethnographic exploration by a development practitioner. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile86953.pdf

Chicago Manual of Style (16th Edition):

Papi, Alessandra. “What whiteness has to do with looking at UNICEF visual images? an autoethnographic exploration by a development practitioner.” 2010. Masters Thesis, McGill University. Accessed August 20, 2019. http://digitool.library.mcgill.ca/thesisfile86953.pdf.

MLA Handbook (7th Edition):

Papi, Alessandra. “What whiteness has to do with looking at UNICEF visual images? an autoethnographic exploration by a development practitioner.” 2010. Web. 20 Aug 2019.

Vancouver:

Papi A. What whiteness has to do with looking at UNICEF visual images? an autoethnographic exploration by a development practitioner. [Internet] [Masters thesis]. McGill University; 2010. [cited 2019 Aug 20]. Available from: http://digitool.library.mcgill.ca/thesisfile86953.pdf.

Council of Science Editors:

Papi A. What whiteness has to do with looking at UNICEF visual images? an autoethnographic exploration by a development practitioner. [Masters Thesis]. McGill University; 2010. Available from: http://digitool.library.mcgill.ca/thesisfile86953.pdf


McGill University

30. Walsh, Shannon. Ethnography-in-motion: neoliberalism and health in Durban's shack settlements.

Degree: PhD, Department of Integrated Studies in Education, 2010, McGill University

AIDS in the shack settlements of Durban, South Africa, takes on all kinds of forms. In this thesis I tell the stories of a mother… (more)

Subjects/Keywords: Education - General

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

APA (6th Edition):

Walsh, S. (2010). Ethnography-in-motion: neoliberalism and health in Durban's shack settlements. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile86700.pdf

Chicago Manual of Style (16th Edition):

Walsh, Shannon. “Ethnography-in-motion: neoliberalism and health in Durban's shack settlements.” 2010. Doctoral Dissertation, McGill University. Accessed August 20, 2019. http://digitool.library.mcgill.ca/thesisfile86700.pdf.

MLA Handbook (7th Edition):

Walsh, Shannon. “Ethnography-in-motion: neoliberalism and health in Durban's shack settlements.” 2010. Web. 20 Aug 2019.

Vancouver:

Walsh S. Ethnography-in-motion: neoliberalism and health in Durban's shack settlements. [Internet] [Doctoral dissertation]. McGill University; 2010. [cited 2019 Aug 20]. Available from: http://digitool.library.mcgill.ca/thesisfile86700.pdf.

Council of Science Editors:

Walsh S. Ethnography-in-motion: neoliberalism and health in Durban's shack settlements. [Doctoral Dissertation]. McGill University; 2010. Available from: http://digitool.library.mcgill.ca/thesisfile86700.pdf

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