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You searched for subject:(Education General). Showing records 1 – 30 of 4145 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Condon B. Deconstructing adverse influences of experience on the backcountry decision making of outdoor instructors. [Internet] [Thesis]. Prescott College; 2014. [cited 2020 Dec 01]. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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


Harvard University

4. 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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Barmore JM. Journey From Data Into Instruction: How Teacher Teams Engage in Data-Driven Inquiry. [Internet] [Thesis]. Harvard University; 2018. [cited 2020 Dec 01]. 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

5. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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

6. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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

7. 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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Martin SV. The Representation of Women in Adventure Education Literature. [Internet] [Thesis]. Prescott College; 2014. [cited 2020 Dec 01]. 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

8. Short, Kathryn. A Marathon at a Sprinter’s Pace: Improving Retention in a Turnaround Environment Through Manager Development.

Degree: 2018, Harvard University

Across all sectors, attracting and retaining talent is a pressing challenge. At the Partnership for Los Angeles Schools, a non-profit working to transform 18 of… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Short, K. (2018). A Marathon at a Sprinter’s Pace: Improving Retention in a Turnaround Environment Through Manager Development. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717423

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):

Short, Kathryn. “A Marathon at a Sprinter’s Pace: Improving Retention in a Turnaround Environment Through Manager Development.” 2018. Thesis, Harvard University. Accessed December 01, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717423.

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

MLA Handbook (7th Edition):

Short, Kathryn. “A Marathon at a Sprinter’s Pace: Improving Retention in a Turnaround Environment Through Manager Development.” 2018. Web. 01 Dec 2020.

Vancouver:

Short K. A Marathon at a Sprinter’s Pace: Improving Retention in a Turnaround Environment Through Manager Development. [Internet] [Thesis]. Harvard University; 2018. [cited 2020 Dec 01]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717423.

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

Council of Science Editors:

Short K. A Marathon at a Sprinter’s Pace: Improving Retention in a Turnaround Environment Through Manager Development. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717423

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


Harvard University

9. Thomas, Shadae. Classrooms Not Courtrooms: Using Cross Sector Collaboration to Support Justice-Involved Youth in Richmond City.

Degree: 2018, Harvard University

All over the country, public schools have become feeders into the juvenile and criminal justice systems. Overly harsh and discriminatory zero tolerance policies have systematically… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Thomas, S. (2018). Classrooms Not Courtrooms: Using Cross Sector Collaboration to Support Justice-Involved Youth in Richmond City. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717419

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, Shadae. “Classrooms Not Courtrooms: Using Cross Sector Collaboration to Support Justice-Involved Youth in Richmond City.” 2018. Thesis, Harvard University. Accessed December 01, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717419.

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

MLA Handbook (7th Edition):

Thomas, Shadae. “Classrooms Not Courtrooms: Using Cross Sector Collaboration to Support Justice-Involved Youth in Richmond City.” 2018. Web. 01 Dec 2020.

Vancouver:

Thomas S. Classrooms Not Courtrooms: Using Cross Sector Collaboration to Support Justice-Involved Youth in Richmond City. [Internet] [Thesis]. Harvard University; 2018. [cited 2020 Dec 01]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717419.

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

Council of Science Editors:

Thomas S. Classrooms Not Courtrooms: Using Cross Sector Collaboration to Support Justice-Involved Youth in Richmond City. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:37717419

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

10. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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

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

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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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

12. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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

13. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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

14. 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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Petersen M. Leading and Learning From Innovation at Teach for America. [Internet] [Doctoral dissertation]. Harvard University; 2015. [cited 2020 Dec 01]. 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

15. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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

16. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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

17. 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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Benavides V. Staying on Mission and Staying in Business: Strategic Planning in the Education Nonprofit Sector. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2020 Dec 01]. 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

18. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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

19. 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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Skolnick J. Prime Public Charter School: A New Approach to Professionalizing Teaching. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2020 Dec 01]. 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

20. 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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Blazar D. Teacher and Teaching Effects on Students' Academic Performance, Attitudes, and Behaviors. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2020 Dec 01]. 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

21. 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 December 01, 2020. 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. 01 Dec 2020.

Vancouver:

Waronker S. Teacher Teams and Refined Praxis: an Investigation of Teacher Perceptions in Schools. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2020 Dec 01]. 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

22. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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

23. 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 December 01, 2020. 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. 01 Dec 2020.

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 2020 Dec 01]. 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


University of Windsor

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

Degree: M. Ed., Education, 2011, University of Windsor

 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). University of Windsor. Retrieved from https://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, University of Windsor. Accessed December 01, 2020. https://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. 01 Dec 2020.

Vancouver:

Jiang F. Chinese Immigrant Parents' Communication with Their Children's School Teachers: Experiences, Expectations and Challenges. [Internet] [Masters thesis]. University of Windsor; 2011. [cited 2020 Dec 01]. Available from: https://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]. University of Windsor; 2011. Available from: https://scholar.uwindsor.ca/etd/247


University of Windsor

25. 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, University of Windsor

 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). University of Windsor. Retrieved from https://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, University of Windsor. Accessed December 01, 2020. https://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. 01 Dec 2020.

Vancouver:

Demjanenko T. Identity In/Formation: A Visual Autoethnographic Exploration Through The Voices And Images Of Six Immigrant Women Graduate Students. [Internet] [Masters thesis]. University of Windsor; 2011. [cited 2020 Dec 01]. Available from: https://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]. University of Windsor; 2011. Available from: https://scholar.uwindsor.ca/etd/244


Arizona State University

26. Frus, Rebecca Jane. A Study On How The Public Uses The Landscape To Understand Principles Of Geologic Time While Experiencing The Trail Of Time Interpretative Exhibit In Grand Canyon National Park.

Degree: MS, Geological Sciences, 2011, Arizona State University

 The spectacular geological panoramas of Grand Canyon National Park (GCNP) motivate the curiosity of visitors about geology. However, there is little research on how well… (more)

Subjects/Keywords: Education; General

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APA (6th Edition):

Frus, R. J. (2011). A Study On How The Public Uses The Landscape To Understand Principles Of Geologic Time While Experiencing The Trail Of Time Interpretative Exhibit In Grand Canyon National Park. (Masters Thesis). Arizona State University. Retrieved from http://repository.asu.edu/items/9411

Chicago Manual of Style (16th Edition):

Frus, Rebecca Jane. “A Study On How The Public Uses The Landscape To Understand Principles Of Geologic Time While Experiencing The Trail Of Time Interpretative Exhibit In Grand Canyon National Park.” 2011. Masters Thesis, Arizona State University. Accessed December 01, 2020. http://repository.asu.edu/items/9411.

MLA Handbook (7th Edition):

Frus, Rebecca Jane. “A Study On How The Public Uses The Landscape To Understand Principles Of Geologic Time While Experiencing The Trail Of Time Interpretative Exhibit In Grand Canyon National Park.” 2011. Web. 01 Dec 2020.

Vancouver:

Frus RJ. A Study On How The Public Uses The Landscape To Understand Principles Of Geologic Time While Experiencing The Trail Of Time Interpretative Exhibit In Grand Canyon National Park. [Internet] [Masters thesis]. Arizona State University; 2011. [cited 2020 Dec 01]. Available from: http://repository.asu.edu/items/9411.

Council of Science Editors:

Frus RJ. A Study On How The Public Uses The Landscape To Understand Principles Of Geologic Time While Experiencing The Trail Of Time Interpretative Exhibit In Grand Canyon National Park. [Masters Thesis]. Arizona State University; 2011. Available from: http://repository.asu.edu/items/9411


McGill University

27. Rattai, Crystal. Urban mixed-blood aboriginal people: the complexities of understanding identity.

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

Dans cette enquête qualitative, je partage les histoires de quatre aborigènes de sang-mêlé. Je raconte également ma propre histoire aux côtés de ces derniers, afin… (more)

Subjects/Keywords: Education - General

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APA (6th Edition):

Rattai, C. (2015). Urban mixed-blood aboriginal people: the complexities of understanding identity. (Masters Thesis). McGill University. Retrieved from https://escholarship.mcgill.ca/downloads/3t945v008.pdf ; https://escholarship.mcgill.ca/concern/theses/mg74qq19j

Chicago Manual of Style (16th Edition):

Rattai, Crystal. “Urban mixed-blood aboriginal people: the complexities of understanding identity.” 2015. Masters Thesis, McGill University. Accessed December 01, 2020. https://escholarship.mcgill.ca/downloads/3t945v008.pdf ; https://escholarship.mcgill.ca/concern/theses/mg74qq19j.

MLA Handbook (7th Edition):

Rattai, Crystal. “Urban mixed-blood aboriginal people: the complexities of understanding identity.” 2015. Web. 01 Dec 2020.

Vancouver:

Rattai C. Urban mixed-blood aboriginal people: the complexities of understanding identity. [Internet] [Masters thesis]. McGill University; 2015. [cited 2020 Dec 01]. Available from: https://escholarship.mcgill.ca/downloads/3t945v008.pdf ; https://escholarship.mcgill.ca/concern/theses/mg74qq19j.

Council of Science Editors:

Rattai C. Urban mixed-blood aboriginal people: the complexities of understanding identity. [Masters Thesis]. McGill University; 2015. Available from: https://escholarship.mcgill.ca/downloads/3t945v008.pdf ; https://escholarship.mcgill.ca/concern/theses/mg74qq19j


McGill University

28. 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 https://escholarship.mcgill.ca/downloads/0k225f11q.pdf ; https://escholarship.mcgill.ca/concern/theses/pr76f6538

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 December 01, 2020. https://escholarship.mcgill.ca/downloads/0k225f11q.pdf ; https://escholarship.mcgill.ca/concern/theses/pr76f6538.

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. 01 Dec 2020.

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 2020 Dec 01]. Available from: https://escholarship.mcgill.ca/downloads/0k225f11q.pdf ; https://escholarship.mcgill.ca/concern/theses/pr76f6538.

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: https://escholarship.mcgill.ca/downloads/0k225f11q.pdf ; https://escholarship.mcgill.ca/concern/theses/pr76f6538


University of Oklahoma

29. Barnett, Karis. The At-Risk Student's Journey To Online Course Credit: Looking At Perceptions Of Care And Their Lived Experience.

Degree: PhD, 2014, University of Oklahoma

 To date, primary research studies have focused on examining the characteristics of successful online credit recovery programs and virtual high schools in the United States.… (more)

Subjects/Keywords: Education; General

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

APA (6th Edition):

Barnett, K. (2014). The At-Risk Student's Journey To Online Course Credit: Looking At Perceptions Of Care And Their Lived Experience. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/10426

Chicago Manual of Style (16th Edition):

Barnett, Karis. “The At-Risk Student's Journey To Online Course Credit: Looking At Perceptions Of Care And Their Lived Experience.” 2014. Doctoral Dissertation, University of Oklahoma. Accessed December 01, 2020. http://hdl.handle.net/11244/10426.

MLA Handbook (7th Edition):

Barnett, Karis. “The At-Risk Student's Journey To Online Course Credit: Looking At Perceptions Of Care And Their Lived Experience.” 2014. Web. 01 Dec 2020.

Vancouver:

Barnett K. The At-Risk Student's Journey To Online Course Credit: Looking At Perceptions Of Care And Their Lived Experience. [Internet] [Doctoral dissertation]. University of Oklahoma; 2014. [cited 2020 Dec 01]. Available from: http://hdl.handle.net/11244/10426.

Council of Science Editors:

Barnett K. The At-Risk Student's Journey To Online Course Credit: Looking At Perceptions Of Care And Their Lived Experience. [Doctoral Dissertation]. University of Oklahoma; 2014. Available from: http://hdl.handle.net/11244/10426

30. Hagen, Laurah. Experiential Emotional Intelligence Education| Understanding Its Value, and Improving Its Accessibility To Young People.

Degree: 2012, Prescott College

  Current research demonstrates the importance of emotional intelligence to workplace success. The emotional intelligence skillset is complimentary to intellectual ability and technical skill; top… (more)

Subjects/Keywords: Education, General; Psychology, General

Record DetailsSimilar RecordsGoogle PlusoneFacebookTwitterCiteULikeMendeleyreddit

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

APA (6th Edition):

Hagen, L. (2012). Experiential Emotional Intelligence Education| Understanding Its Value, and Improving Its Accessibility To Young People. (Thesis). Prescott College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1511207

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):

Hagen, Laurah. “Experiential Emotional Intelligence Education| Understanding Its Value, and Improving Its Accessibility To Young People.” 2012. Thesis, Prescott College. Accessed December 01, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=1511207.

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

MLA Handbook (7th Edition):

Hagen, Laurah. “Experiential Emotional Intelligence Education| Understanding Its Value, and Improving Its Accessibility To Young People.” 2012. Web. 01 Dec 2020.

Vancouver:

Hagen L. Experiential Emotional Intelligence Education| Understanding Its Value, and Improving Its Accessibility To Young People. [Internet] [Thesis]. Prescott College; 2012. [cited 2020 Dec 01]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1511207.

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

Council of Science Editors:

Hagen L. Experiential Emotional Intelligence Education| Understanding Its Value, and Improving Its Accessibility To Young People. [Thesis]. Prescott College; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1511207

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

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