subject:(Education Social Sciences)

Harvard University

1. Chen, Chen. Romantic Transfer: From Science to Social Ideologies.

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

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848

► The transfer of learning is arguably the most enduring goal of education. The history of science reveals that numerous theories transfer from natural-science to the… (more)

▼ The transfer of learning is arguably the most enduring goal of education. The history of science reveals that numerous theories transfer from natural-science to the socio-political realm, but educational practitioners often deem such transfers romantic and rhetorical, ignoring the opportunities and challenges such transfers may hold. In terms of opportunities, romantic transfer encourages students to relate science to events in social life and further to discover new ways to understand social issues and propose social hypotheses. In terms of challenge, romantic transfers are often based on superficial and even imprecise understandings of science and depend on oversimplified labels and metaphors. In many cases, the romantic transfers are imaginative. Although logically romantic transfers are based on analogical resonance, empirically they are hardly proven to be valid. Nevertheless, when students imagine social and ideological implications of the hard science terminologies and theorems, they are at risk for considering the emergent ideologies as proven by hard sciences that are often considered authoritative, objective, and universal. Literal understanding of science-inspired by still unexamined ideologies can lead to maladaptive and even dangerous social actions. Because many of the romantic transfers are interdisciplinary and controversial, teachers may avoid explicit discussion about romantic transfer with students, and do not wish to assume responsibility of doing so. However, the question remains whether avoiding explicit discussion and debates about romantic transfer would inhibit students from spontaneously romanticize science concepts. This dissertation presents four studies that systematically investigate questions of romantic transfer—informal, emergent, and metaphorical boundary transections from natural science to social ideologies that often occur unexpectedly. My first study shows that participants who scored high in transferential thinking style also scored high in scientism beliefs and that participants who scored high on both tend to give literal interpretations to (religious) text. Following, my second study shows that students who reviewed the conservation of energy in physics are more likely to believe that luck is conserved, a naïve karmic religious idea. My third study shows that students are able to transfer spontaneously from theories in physics to more politically charged contexts. Specifically, students who learned the theory of entropy are more likely to prefer tightened social control, whereas students who learned self-organization theory are more likely to prefer stronger individual agency and relaxed social control. Study-4 involved interviews with the participants from Study-3 and shows that students’ narratives about social control are largely consistent with the thermodynamic concepts they have learned. Occasionally, students can critically evaluate the plausibility of their romantic transferences. This dissertation shows that science instruction implicitly empowers students to make… Advisors/Committee Members: Selman, Robert L. xmlui.authority.confidence.description.cf_uncertain (advisor), Schneps, Matthew H. (committee member).

Subjects/Keywords: Education, Sciences; Education, Social Sciences

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APA (6^th Edition):

Chen, C. (2017). Romantic Transfer: From Science to Social Ideologies. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848

Chicago Manual of Style (16^th Edition):

Chen, Chen. “Romantic Transfer: From Science to Social Ideologies.” 2017. Doctoral Dissertation, Harvard University. Accessed February 19, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848.

MLA Handbook (7^th Edition):

Chen, Chen. “Romantic Transfer: From Science to Social Ideologies.” 2017. Web. 19 Feb 2020.

Vancouver:

Chen C. Romantic Transfer: From Science to Social Ideologies. [Internet] [Doctoral dissertation]. Harvard University; 2017. [cited 2020 Feb 19]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848.

Council of Science Editors:

Chen C. Romantic Transfer: From Science to Social Ideologies. [Doctoral Dissertation]. Harvard University; 2017. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:33052848

2. Clark, Tammy Lynn. Student contextualization in the history classroom| The roles of cognitive apprenticeship and teacher epistemology.

Degree: 2013, State University of New York at Albany

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3552114

► Historical thinking is an integral part of understanding and doing history, as well as a good example of the kind of critical thinking necessary… (more)

Subjects/Keywords: Education; Social Sciences

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APA (6^th Edition):

Clark, T. L. (2013). Student contextualization in the history classroom| The roles of cognitive apprenticeship and teacher epistemology. (Thesis). State University of New York at Albany. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3552114

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

Chicago Manual of Style (16^th Edition):

Clark, Tammy Lynn. “Student contextualization in the history classroom| The roles of cognitive apprenticeship and teacher epistemology.” 2013. Thesis, State University of New York at Albany. Accessed February 19, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3552114.

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

MLA Handbook (7^th Edition):

Clark, Tammy Lynn. “Student contextualization in the history classroom| The roles of cognitive apprenticeship and teacher epistemology.” 2013. Web. 19 Feb 2020.

Vancouver:

Clark TL. Student contextualization in the history classroom| The roles of cognitive apprenticeship and teacher epistemology. [Internet] [Thesis]. State University of New York at Albany; 2013. [cited 2020 Feb 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552114.

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

Council of Science Editors:

Clark TL. Student contextualization in the history classroom| The roles of cognitive apprenticeship and teacher epistemology. [Thesis]. State University of New York at Albany; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3552114

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

3. Stanley, Teresa L. Increasing students' critical thinking and improving performance in elementary social studies classroom.

Degree: 2017, Capella University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10257162

► The purpose of this study was to explore the instructional strategies used by experienced elementary social studies teachers to enhance students’ achievements of social… (more)

Subjects/Keywords: Social sciences education

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APA (6^th Edition):

Stanley, T. L. (2017). Increasing students' critical thinking and improving performance in elementary social studies classroom. (Thesis). Capella University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10257162

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

Chicago Manual of Style (16^th Edition):

Stanley, Teresa L. “Increasing students' critical thinking and improving performance in elementary social studies classroom.” 2017. Thesis, Capella University. Accessed February 19, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10257162.

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

MLA Handbook (7^th Edition):

Stanley, Teresa L. “Increasing students' critical thinking and improving performance in elementary social studies classroom.” 2017. Web. 19 Feb 2020.

Vancouver:

Stanley TL. Increasing students' critical thinking and improving performance in elementary social studies classroom. [Internet] [Thesis]. Capella University; 2017. [cited 2020 Feb 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10257162.

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

Council of Science Editors:

Stanley TL. Increasing students' critical thinking and improving performance in elementary social studies classroom. [Thesis]. Capella University; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10257162

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

McGill University

4. Tan, Eloise. Participatory and critical out-of-school learning for urban youth: building community through popular culture.

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

URL: http://digitool.library.mcgill.ca/thesisfile92322.pdf

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This dissertation examines informal learning with hip hop culture in a participatory filmmaking project with thirteen youth, two producers, and two coordinators making a documentary… (more)

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This dissertation examines informal learning with hip hop culture in a participatory filmmaking project with thirteen youth, two producers, and two coordinators making a documentary about the role of hip hop in the lives of young Montreal hip hop artists.

This research is situated between the literature of out-of-school learning and hip hop based education and is theoretically informed by critical pedagogy and cultural studies. It explores the fluidity of hip hop identities of young adult hip hop artists. Of informal educators, it asks how youth participation and empowerment are constructed in youth media projects.

My methodology is informed by critical qualitative inquiry and in this research I develop a framework of critical insider research. I worked as a participant-observer over four months in pre-production sessions, following the four months I conducted semi-structured interviews with eight participants. I analysed the data for common stories of hip hop identities as told by participants and as well patterns of participation as constructed by the educators and participants.

My analysis has implications for informal education and hip hop based education. For informal education it suggests that participation and empowerment are fluid, non-linear and can move in contradictory ways depending how participation is negotiated by participants. For hip hop based education it suggests that youth bring together education, learning, and hip hop culture in meaningful ways through communities of hip hop artists.

Cette thèse traite de l'apprentissage informel par la culture hip hop, grâce à la participation à un projet de réalisation de film réunissant 13 jeunes, 2 réalisateurs et 2 coordonnateurs : un documentaire sur le rôle du hip hop dans la vie des jeunes artistes hip hop de Montréal.

Cette recherche est au carrefour entre la littérature sur l'apprentissage hors système scolaire et l'éducation reposant sur le hip hop. Du point de vue théorique, elle repose sur la pédagogie critique et les études culturelles. Elle explore la souplesse des identités hip hop des artistes entrant dans l'âge adulte. Du côté des éducateurs informels, elle pose la question des modalités de participation des jeunes et de leur prise de contrôle dans les projets médiatiques qui leur sont destinés.

Ma méthodologie repose sur des enquêtes qualitatives critiques et je développe dans cette recherche un canevas de recherche participative critique. J'ai travaillé pendant plus de quatre mois comme observatrice-participante lors des sessions de pré-production, puis j'ai réalisé des entrevues semi-dirigées avec huit des participants. J'ai analysé les données des histoires d'identités hip hop telles qu'elles étaient formulées par les participants, ainsi que les structures de participation telles qu'elles étaient construites à la fois par les éducateurs et par les participants.

Les résultats de mon analyse portent sur l'éducation informelle et sur l'éducation fondée sur le hip hop. Du point de vue de l'éducation informelle, l'analyse…

Advisors/Committee Members: Bronwen Low (Internal/Supervisor).

Subjects/Keywords: Education - Social Sciences

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APA (6^th Edition):

Tan, E. (2010). Participatory and critical out-of-school learning for urban youth: building community through popular culture. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile92322.pdf

Chicago Manual of Style (16^th Edition):

Tan, Eloise. “Participatory and critical out-of-school learning for urban youth: building community through popular culture.” 2010. Doctoral Dissertation, McGill University. Accessed February 19, 2020. http://digitool.library.mcgill.ca/thesisfile92322.pdf.

MLA Handbook (7^th Edition):

Tan, Eloise. “Participatory and critical out-of-school learning for urban youth: building community through popular culture.” 2010. Web. 19 Feb 2020.

Vancouver:

Tan E. Participatory and critical out-of-school learning for urban youth: building community through popular culture. [Internet] [Doctoral dissertation]. McGill University; 2010. [cited 2020 Feb 19]. Available from: http://digitool.library.mcgill.ca/thesisfile92322.pdf.

Council of Science Editors:

Tan E. Participatory and critical out-of-school learning for urban youth: building community through popular culture. [Doctoral Dissertation]. McGill University; 2010. Available from: http://digitool.library.mcgill.ca/thesisfile92322.pdf

McGill University

5. Schellhase, Denise. Exploring citizenship education: how identities are negotiated and critical thought developed through classroom discussion.

Degree: MA, Department of Integrated Studies in Education, 2012, McGill University

URL: http://digitool.library.mcgill.ca/thesisfile110530.pdf

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When the public school curriculum of the Province of Québec was given a complete overhaul over a decade ago, the Grade Ten Canadian history course… (more)

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When the public school curriculum of the Province of Québec was given a complete overhaul over a decade ago, the Grade Ten Canadian history course acquired the new name of "History and Citizenship Education." Teachers were expected to teach the course through a set of competencies, one of which was "citizenship education." To this end, my thesis examines how citizenship education can be defined as well as how citizenship can be developed in adolescents through the skilful use of class discussions. Thus, my research question is: what role, if any, can classroom discussions play in the development of citizenship? In particular, I focus on the relationship between citizenship, identity and critical thought. The methodology that I used to explore the research question was a combination of ethnography, discourse analysis, and action research and my research site was my own history classroom. From September 2010 to May 2011, I engaged in a longitudinal study of two of my history classes. I audio recorded three large group discussions (per class) on the following curricular topics: The Oka Crisis, Reasonable Accommodation, and Economic Globalization. Following a pattern similar to our group discussions, I also engaged my students in discussion de-brief sessions. Using the ideas of figured worlds and third space, I explore how class discussions can be important sites for citizenship development. I examined the discussion transcripts for evidence of how students co-constructed figured worlds using texts from in class and out of school, and I also looked for instances of critical thought in relation to citizenship. This study showed that, by providing students with opportunities to situate themselves in new ways in the social world, class discussions can serve as third spaces for citizenship development and identity construction. However, engagement of students in critical thought around their positioning during class discussions required specific efforts aimed at this type of reflection, illustrating the durability of some texts and positions, even when students were able to construct alternative figured worlds.

Lorsque le programme de l'école publique de la Province de Québec a subi une refonte complète, il y a plus de dix ans, le cours d'histoire du Canada et Québec du 4e secondaire a acquis le nouveau nom de « Histoire et éducation à la citoyenneté ». Les enseignants se devaient d'enseigner ce cours à travers un ensemble de compétences, dont l'éducation à la citoyenneté. À cette fin, ma thèse examine comment l'éducation de la citoyenneté peut être définie ainsi que la façon dont la citoyenneté peut être développée chez les adolescents par le biais de discussions en classe. Ma question de recherche est donc : quel rôle, s'il y a lieu, peuvent avoir les discussions en classe dans le développement de la Citoyenneté ? En particulier, je me concentre sur la relation entre la citoyenneté, d'identité et de pensée critique.La méthodologie que j'ai utilisé pour étudier la question de recherche est une combinaison de…

Advisors/Committee Members: Gale Seiler (Internal/Supervisor).

Subjects/Keywords: Education - Social Sciences

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

APA (6^th Edition):

Schellhase, D. (2012). Exploring citizenship education: how identities are negotiated and critical thought developed through classroom discussion. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile110530.pdf

Chicago Manual of Style (16^th Edition):

Schellhase, Denise. “Exploring citizenship education: how identities are negotiated and critical thought developed through classroom discussion.” 2012. Masters Thesis, McGill University. Accessed February 19, 2020. http://digitool.library.mcgill.ca/thesisfile110530.pdf.

MLA Handbook (7^th Edition):

Schellhase, Denise. “Exploring citizenship education: how identities are negotiated and critical thought developed through classroom discussion.” 2012. Web. 19 Feb 2020.

Vancouver:

Schellhase D. Exploring citizenship education: how identities are negotiated and critical thought developed through classroom discussion. [Internet] [Masters thesis]. McGill University; 2012. [cited 2020 Feb 19]. Available from: http://digitool.library.mcgill.ca/thesisfile110530.pdf.

Council of Science Editors:

Schellhase D. Exploring citizenship education: how identities are negotiated and critical thought developed through classroom discussion. [Masters Thesis]. McGill University; 2012. Available from: http://digitool.library.mcgill.ca/thesisfile110530.pdf

McGill University

6. Manuel, Ashley. Problematizing youth radicalization in Canadian educational spaces.

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

URL: http://digitool.library.mcgill.ca/thesisfile130691.pdf

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This research determines whether Canadian educational spaces in the past have had any bearing on the radicalization of youth. As globalization creates tensions, insecurity and… (more)

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This research determines whether Canadian educational spaces in the past have had any bearing on the radicalization of youth. As globalization creates tensions, insecurity and confusion for young people in relation to their identity, the radicalization of young Canadians poses a significant threat to maintaining national security. Though radicalization within Canadian educational institutions is far less prevalent than usually assumed in today's security-obsessed society, education's role as a social institution provides an important site to investigate this concern. A qualitative analysis of the educational experiences of Donald Andrews, Marc Lépine and Saad Khalid, each of whom adopted extremist belief systems in Canada during their youth, was conducted to uncover what kind of an influence schools played in their radicalization process. Results indicated that the sentiments of alienation and marginalization that fuelled their radicalization were exacerbated within their school settings. Therefore, the value of critical pedagogy is brought to light in order to demonstrate that by supporting the healthy development and social integration of its young people, educational spaces can indeed be utilized to prevent social isolation, a major driving force in the radicalization of youth.

Cette recherche détermine si les espaces éducatifs canadiens ont eu un impact sur la radicalisation des jeunes. Alors que la mondialisation crée des tensions, incertitudes et confusions pour la jeunesse par rapport à la formation d'identité, la radicalisation des jeunes canadiens menace le maintien de la sécurité nationale. Quoique la radicalisation à l'intérieur des institutions éducatives canadiennes soit beaucoup moins fréquente que l'on croirait, particulièrement au sein d'une société obsédée par la sécurité, le rôle de l'éducation comme institution sociale nous permet, néanmoins, d'étudier cette crainte. Une analyse qualitative des expériences éducatives de Donald Andrews, Marc Lépine et Saad Khalid, dont chacun a adopté un système de croyance extrémiste pendant sa jeunesse au Canada, a été conduite pour découvrir à quel point les écoles ont influencé leurs processus de radicalisation. Les résultats ont indiqué que les sentiments d'aliénation et de marginalisation qui ont contribué à leur radicalisation ont été aggravés au sein de leurs espaces éducatifs respectifs. Conséquemment, l'importance de la pédagogie critique est soulignée afin de démontrer qu'en soutenant le développement sain ainsi que l'intégration sociale des jeunes, les espaces éducatifs peuvent être utilisés pour empêcher l'isolation sociale, une des causes principales de la radicalisation des jeunes.

Advisors/Committee Members: Ratna Ghosh (Internal/Supervisor).

Subjects/Keywords: Education - Social Sciences

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APA (6^th Edition):

Manuel, A. (2015). Problematizing youth radicalization in Canadian educational spaces. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile130691.pdf

Chicago Manual of Style (16^th Edition):

Manuel, Ashley. “Problematizing youth radicalization in Canadian educational spaces.” 2015. Masters Thesis, McGill University. Accessed February 19, 2020. http://digitool.library.mcgill.ca/thesisfile130691.pdf.

MLA Handbook (7^th Edition):

Manuel, Ashley. “Problematizing youth radicalization in Canadian educational spaces.” 2015. Web. 19 Feb 2020.

Vancouver:

Manuel A. Problematizing youth radicalization in Canadian educational spaces. [Internet] [Masters thesis]. McGill University; 2015. [cited 2020 Feb 19]. Available from: http://digitool.library.mcgill.ca/thesisfile130691.pdf.

Council of Science Editors:

Manuel A. Problematizing youth radicalization in Canadian educational spaces. [Masters Thesis]. McGill University; 2015. Available from: http://digitool.library.mcgill.ca/thesisfile130691.pdf

Oklahoma State University

7. Liu, Patty I-Tyng. Complex Syntax and Withdrawn Behavior in Children.

Degree: Department of Communication Sciences and Disorders, 2012, Oklahoma State University

URL: http://hdl.handle.net/11244/6695

► This study investigated the relation between language impaired (LI) children's production of complex syntactic structures in conversational speech and parental ratings of children's social difficulties,… (more)

Subjects/Keywords: social sciences education

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APA (6^th Edition):

Liu, P. I. (2012). Complex Syntax and Withdrawn Behavior in Children. (Thesis). Oklahoma State University. Retrieved from http://hdl.handle.net/11244/6695

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

Chicago Manual of Style (16^th Edition):

Liu, Patty I-Tyng. “Complex Syntax and Withdrawn Behavior in Children.” 2012. Thesis, Oklahoma State University. Accessed February 19, 2020. http://hdl.handle.net/11244/6695.

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

MLA Handbook (7^th Edition):

Liu, Patty I-Tyng. “Complex Syntax and Withdrawn Behavior in Children.” 2012. Web. 19 Feb 2020.

Vancouver:

Liu PI. Complex Syntax and Withdrawn Behavior in Children. [Internet] [Thesis]. Oklahoma State University; 2012. [cited 2020 Feb 19]. Available from: http://hdl.handle.net/11244/6695.

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

Council of Science Editors:

Liu PI. Complex Syntax and Withdrawn Behavior in Children. [Thesis]. Oklahoma State University; 2012. Available from: http://hdl.handle.net/11244/6695

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

McGill University

8. Harvey, Blane Leslie. Speaking to power: the discursive shaping of Southern communities and institutions in international development cooperation.

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

URL: http://digitool.library.mcgill.ca/thesisfile86684.pdf

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This study examines the work and partnerships of a Senegal-based environmental non-governmental organisation (NGO) to understand the ways that power is exercised and coordinates peoples'… (more)

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This study examines the work and partnerships of a Senegal-based environmental non-governmental organisation (NGO) to understand the ways that power is exercised and coordinates peoples' activities within multilateral networks of international, national/regional, and local development institutions and actors. Looking specifically at the discursive relations within these networks, the study sought to reveal the complex and multi-layered culture of discipline, power and control that exists within development; outline strategies to help re-situate notions of authority, accountability and power in development management and evaluation; and suggest ways that learning and reflective practice might be used to uncover, critically engage with, and transform power relations within the development apparatus.

The study is structured around a theoretical examination of development and the discursive practices that constitute and sustain it, followed by three case studies drawing upon different dimensions of engagement and struggle within one organisation. The first case takes as a point of focus the internal struggles around action within the organisation, the second considers engagement between the organisation and one of its funding partners, while the third considers relations of power and authority between the organisation and a community based Federation it aims to support. Methodologically, all three of these cases involved the use of extended semi-structured interviews, on-site observation, and discourse (textual and oral) analysis. The final two cases involved an action-oriented approach to the research where lines of questioning and points of struggle arising from the community (or institution) over time formed the basis of the investigation and helped to shape the direction it took.

The study concludes by exploring the limits and possibilities of engaging with power at these particular sites, and considers how critical, reflexive and dialogical approaches to informal learning can serve as vehicles for this engagement. Drawing upon an examination of the three case studies, it suggests specific conditions needed to for actors to engage in the forms of collective learning which might strengthen collective voice and agency and expand the limits of what is deemed possible at the specific sites and instances of struggle.

La présente étude examine le travail et les partenariats d'une organisation non gouvernementale environnementale située au Sénégal afin de comprendre les façons dont le pouvoir est exercé et son impact sur les activités des gens au sein des réseaux multilatéraux des institutions de développement et des intervenants à l'échelle internationale, nationale, régionale et locale. Portant particulièrement sur les relations discursives au sein de ces réseaux, l'étude vise à dévoiler les cultures de discipline, de pouvoir et de contrôle complexes et à paliers multiples au sein du développement; à décrire sommairement les stratégies conçues pour aider à resituer les notions d'autorité, de reddition de comptes…

Advisors/Committee Members: Steve Jordan (Internal/Supervisor).

Subjects/Keywords: Education - Social Sciences

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APA (6^th Edition):

Harvey, B. L. (2010). Speaking to power: the discursive shaping of Southern communities and institutions in international development cooperation. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile86684.pdf

Chicago Manual of Style (16^th Edition):

Harvey, Blane Leslie. “Speaking to power: the discursive shaping of Southern communities and institutions in international development cooperation.” 2010. Doctoral Dissertation, McGill University. Accessed February 19, 2020. http://digitool.library.mcgill.ca/thesisfile86684.pdf.

MLA Handbook (7^th Edition):

Harvey, Blane Leslie. “Speaking to power: the discursive shaping of Southern communities and institutions in international development cooperation.” 2010. Web. 19 Feb 2020.

Vancouver:

Harvey BL. Speaking to power: the discursive shaping of Southern communities and institutions in international development cooperation. [Internet] [Doctoral dissertation]. McGill University; 2010. [cited 2020 Feb 19]. Available from: http://digitool.library.mcgill.ca/thesisfile86684.pdf.

Council of Science Editors:

Harvey BL. Speaking to power: the discursive shaping of Southern communities and institutions in international development cooperation. [Doctoral Dissertation]. McGill University; 2010. Available from: http://digitool.library.mcgill.ca/thesisfile86684.pdf

McGill University

9. Rogers, Pamela. Problematizing social studies curricula in Nova Scotia.

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

URL: http://digitool.library.mcgill.ca/thesisfile104888.pdf

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This study questions the implementation of social studies curriculum in Nova Scotia. Indigenous knowledge, and anti-racism educational principles form the basis of high school curricula… (more)

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This study questions the implementation of social studies curriculum in Nova Scotia. Indigenous knowledge, and anti-racism educational principles form the basis of high school curricula created from the perspective of African Nova Scotian and Mi'kmaq histories. The courses, African Canadian Studies and Mi'kmaq Studies, were implemented in 2002. To understand the distance between the intended objectives and practical realities of the curriculum, three methods were used: narrative, critical discourse analysis, and teacher interviews. Narrative provided a springboard for the analyses that follows by situating the context in the classroom. Centering on specific language use, critical discourse analysis connects implementation problems to the discourses employed in each curriculum document. The teacher interviews exposed the depth of issues through practical experiences, and critique of the school system, which link back to the knowledge which African Canadian Studies and Mi'kmaq Studies were formulated upon. The analysis connects the three methods to illustrate implementation issues in a broader context.

Cette étude question l'implémentation du programme des sciences humaines en Nouvelle-Écosse. Les connaissances indigènes (autochtones), et les principes de l'éducation anti-raciste forment la base des programmes d'études secondaires créés à partir de la perspective des Afro-Nouvelle-Écossais et des Micmacs. Les cours, d'études afro-canadiennes et d'études Micmaques, ont été mis en place en 2002. Pour comprendre la différence entre les objectifs visés et les réalités du programme, trois méthodes ont été utilisées : le narratif, l'analyse critique du discours et les entrevues avec les enseignants. Le narratif a servi comme point d'accès pour l'analyse qui suit, en situant le contexte de la salle de classe. Centré sur le langage employer, l'analyse critique du discours a lié les problèmes d'exécution des cours aux discours utilisés dans chaque document du programme. ont été formulées. L'analyse lie les trois méthodes pour illustrer les questions d'implémentation dans un contexte plus large.

Advisors/Committee Members: Teresa Strong (Internal/Supervisor).

Subjects/Keywords: Education - Social Sciences

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APA (6^th Edition):

Rogers, P. (2011). Problematizing social studies curricula in Nova Scotia. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile104888.pdf

Chicago Manual of Style (16^th Edition):

Rogers, Pamela. “Problematizing social studies curricula in Nova Scotia.” 2011. Masters Thesis, McGill University. Accessed February 19, 2020. http://digitool.library.mcgill.ca/thesisfile104888.pdf.

MLA Handbook (7^th Edition):

Rogers, Pamela. “Problematizing social studies curricula in Nova Scotia.” 2011. Web. 19 Feb 2020.

Vancouver:

Rogers P. Problematizing social studies curricula in Nova Scotia. [Internet] [Masters thesis]. McGill University; 2011. [cited 2020 Feb 19]. Available from: http://digitool.library.mcgill.ca/thesisfile104888.pdf.

Council of Science Editors:

Rogers P. Problematizing social studies curricula in Nova Scotia. [Masters Thesis]. McGill University; 2011. Available from: http://digitool.library.mcgill.ca/thesisfile104888.pdf

McGill University

10. Bakali, Naved. Cultural pedagogy and Islamophobia: towards a framework for engaging students in critical discussion.

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

URL: http://digitool.library.mcgill.ca/thesisfile104533.pdf

►

This thesis examines the phenomenon of Islamophobia through the cultural pedagogical mediums of Hollywood films and news media both prior to and in the aftermath… (more)

Subjects/Keywords: Education - Social Sciences

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

APA (6^th Edition):

Bakali, N. (2011). Cultural pedagogy and Islamophobia: towards a framework for engaging students in critical discussion. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile104533.pdf

Chicago Manual of Style (16^th Edition):

Bakali, Naved. “Cultural pedagogy and Islamophobia: towards a framework for engaging students in critical discussion.” 2011. Masters Thesis, McGill University. Accessed February 19, 2020. http://digitool.library.mcgill.ca/thesisfile104533.pdf.

MLA Handbook (7^th Edition):

Bakali, Naved. “Cultural pedagogy and Islamophobia: towards a framework for engaging students in critical discussion.” 2011. Web. 19 Feb 2020.

Vancouver:

Bakali N. Cultural pedagogy and Islamophobia: towards a framework for engaging students in critical discussion. [Internet] [Masters thesis]. McGill University; 2011. [cited 2020 Feb 19]. Available from: http://digitool.library.mcgill.ca/thesisfile104533.pdf.

Council of Science Editors:

Bakali N. Cultural pedagogy and Islamophobia: towards a framework for engaging students in critical discussion. [Masters Thesis]. McGill University; 2011. Available from: http://digitool.library.mcgill.ca/thesisfile104533.pdf

McGill University

11. Cormier, Marc. Coaching and cohesion in university coacting sports.

Degree: MA, Department of Kinesiology and Physical Education, 2012, McGill University

URL: http://digitool.library.mcgill.ca/thesisfile106513.pdf

►

Cohesion has been cited as a crucial component contributing to increased levels of enjoyment, adherence, and in most cases, performance in intercollegiate sport (Carron, Coleman,… (more)

▼

Cohesion has been cited as a crucial component contributing to increased levels of enjoyment, adherence, and in most cases, performance in intercollegiate sport (Carron, Coleman, Wheeler, & Stevens, 2002). Coaches are believed to play an instrumental role in the development and maintenance of cohesion due to their organizational skills in creating a stable and positive environment for cohesion to develop within their teams (Bloom, Stevens, & Wickwire, 2003). To date, the majority of cohesion research has focused on interacting sports (i.e., hockey, basketball) and has overlooked coacting sports (i.e., cross-country running, swimming). Similarly, media attention and fan support has been predominantly directed towards interacting sports, despite 40% of intercollegiate sports being classified as coacting. Therefore, the purpose of this study was to identify and explain elite coaches' perspectives of cohesion in coacting sports such as cross-country running. A case study design was used to interview six Canadian university cross-country running coaches using a semi-structured open-ended interview format. Côté, Salmela, and Russell's (1995) guidelines were used to inductively analyze and interpret the data. Results revealed three higher-order categories, which were called coach personality and experiences, athlete personality and characteristics, and team development. Despite the idiosyncratic nature of the coaches' career progression, several common themes emerged, including the different ways coaches acquired knowledge, interpersonal characteristics that shaped their career, adapting to athletes with different characteristics, and general thoughts and beliefs regarding the development and maintenance of cohesion. More precisely, the majority of coaches appear to believe that cohesion played a role in athlete satisfaction and enjoyment.. This, in turn, may have influenced performance outcomes such as overcoming intrateam competition and rivalry, and enhancing teamwork during competition. Furthermore, a number of strategies were utilized throughout the season to enhance cohesion such as structured and unstructured team building exercises, setting and monitoring team goals, and planning social events. Overall, these findings have provided a greater understanding of the influence of coaching on cohesion while also expanding the body of literature on coacting sports.

La cohésion est reconnue comme étant une composante importante qui contribue au niveau de satisfaction, à l'adhésion, et souvent, à la performance au sein des sports universitaires (Carron, Coleman, Wheeler, & Stevens, 2002). Grâce à leurs habiletés organisationnelles, les entraîneurs jouent un rôle critique dans le développement et la maintenance de la cohésion en créant un environnement stable et positif qui favorise le développement de la cohésion au sein des équipes (Bloom, Stevens, & Wickwire, 2003). La majorité des recherches existantes sur la cohésion concernent les sports interactifs (ex. : hockey, ballon-panier) sans examiner les…

Advisors/Committee Members: Gordon Bloom (Internal/Supervisor).

Subjects/Keywords: Education - Social Sciences

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

APA (6^th Edition):

Cormier, M. (2012). Coaching and cohesion in university coacting sports. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile106513.pdf

Chicago Manual of Style (16^th Edition):

Cormier, Marc. “Coaching and cohesion in university coacting sports.” 2012. Masters Thesis, McGill University. Accessed February 19, 2020. http://digitool.library.mcgill.ca/thesisfile106513.pdf.

MLA Handbook (7^th Edition):

Cormier, Marc. “Coaching and cohesion in university coacting sports.” 2012. Web. 19 Feb 2020.

Vancouver:

Cormier M. Coaching and cohesion in university coacting sports. [Internet] [Masters thesis]. McGill University; 2012. [cited 2020 Feb 19]. Available from: http://digitool.library.mcgill.ca/thesisfile106513.pdf.

Council of Science Editors:

Cormier M. Coaching and cohesion in university coacting sports. [Masters Thesis]. McGill University; 2012. Available from: http://digitool.library.mcgill.ca/thesisfile106513.pdf

McGill University

12. Pineda, Stephanie. "Doing it for the family": educational experiences of first-generation female Filipino teens in public schools in Montreal.

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

URL: http://digitool.library.mcgill.ca/thesisfile92236.pdf

►

This qualitative study describes the educational experiences of five female Filipino students in public schools in Montreal. My goal is to understand why some female… (more)

▼

This qualitative study describes the educational experiences of five female Filipino students in public schools in Montreal. My goal is to understand why some female Filipino teens leave school prematurely, while others manage to persevere in their studies. I conducted open-ended interviews in English and Tagalog to examine the reasons and personal motives underlying their school disengagement.

The participants described their difficulties in adjusting to the Quebec educational system and how their peers have influenced them to quit school. They also discussed how economic stress can push teens from the Philippines to abandon their studies for work. My analysis is shaped primarily by Pierre Bourdieu's (1986) concept of capital. The results suggest the importance of positive family relationships and caring educators in keeping female Filipino students in school.

La présente étude qualitative décrit les expériences de cinq étudiantes philippines dans le système scolaire public montréalais. Mon objectif est de comprendre pourquoi certaines étudiantes philippines quittent l'école avant d'obtenir leur diplôme alors que d'autres parviennent à persévérer et compléter leurs études. Une série d'entrevues ouvertes en anglais et en tagal a été effectuée afin d'examiner les expériences scolaires de chaque femme. Les participantes ont décrit leurs difficultés d'adaptation au système scolaire québécois et comment leurs amis les ont influencées à laisser tomber leurs études. Elles ont aussi raconté comment le stress économique peut pousser des jeunes philippines à abandonner leurs études afin de travailler. Mon analyse est principalement basée sur le concept du capital par Pierre Bourdieu (1986). Les résultats indiquent également l'importante contribution amenée par des relations familiales positives et par des éducateurs compréhensifs à l'encouragement des étudiantes philippines à terminer leurs études.

Advisors/Committee Members: Mary H Maguire (Internal/Supervisor).

Subjects/Keywords: Education - Social Sciences

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

APA (6^th Edition):

Pineda, S. (2010). "Doing it for the family": educational experiences of first-generation female Filipino teens in public schools in Montreal. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile92236.pdf

Chicago Manual of Style (16^th Edition):

Pineda, Stephanie. “"Doing it for the family": educational experiences of first-generation female Filipino teens in public schools in Montreal.” 2010. Masters Thesis, McGill University. Accessed February 19, 2020. http://digitool.library.mcgill.ca/thesisfile92236.pdf.

MLA Handbook (7^th Edition):

Pineda, Stephanie. “"Doing it for the family": educational experiences of first-generation female Filipino teens in public schools in Montreal.” 2010. Web. 19 Feb 2020.

Vancouver:

Pineda S. "Doing it for the family": educational experiences of first-generation female Filipino teens in public schools in Montreal. [Internet] [Masters thesis]. McGill University; 2010. [cited 2020 Feb 19]. Available from: http://digitool.library.mcgill.ca/thesisfile92236.pdf.

Council of Science Editors:

Pineda S. "Doing it for the family": educational experiences of first-generation female Filipino teens in public schools in Montreal. [Masters Thesis]. McGill University; 2010. Available from: http://digitool.library.mcgill.ca/thesisfile92236.pdf

University of Kansas

13. Al-Shammari, Abdulaziz. ANALYSIS OF KUWAITI HIGH SCHOOL HISTORY TEXTBOOKS IN LIGHT OF GLOBAL CITIZENSHIP.

Degree: M.S.Ed., Curriculum and Teaching, 2018, University of Kansas

URL: http://hdl.handle.net/1808/27570

► This study investigates the global citizenship knowledge that Kuwaiti students should learn as identified by the literature and confirmed by a study panel of field… (more)

Subjects/Keywords: Social sciences education

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

APA (6^th Edition):

Al-Shammari, A. (2018). ANALYSIS OF KUWAITI HIGH SCHOOL HISTORY TEXTBOOKS IN LIGHT OF GLOBAL CITIZENSHIP. (Masters Thesis). University of Kansas. Retrieved from http://hdl.handle.net/1808/27570

Chicago Manual of Style (16^th Edition):

Al-Shammari, Abdulaziz. “ANALYSIS OF KUWAITI HIGH SCHOOL HISTORY TEXTBOOKS IN LIGHT OF GLOBAL CITIZENSHIP.” 2018. Masters Thesis, University of Kansas. Accessed February 19, 2020. http://hdl.handle.net/1808/27570.

MLA Handbook (7^th Edition):

Al-Shammari, Abdulaziz. “ANALYSIS OF KUWAITI HIGH SCHOOL HISTORY TEXTBOOKS IN LIGHT OF GLOBAL CITIZENSHIP.” 2018. Web. 19 Feb 2020.

Vancouver:

Al-Shammari A. ANALYSIS OF KUWAITI HIGH SCHOOL HISTORY TEXTBOOKS IN LIGHT OF GLOBAL CITIZENSHIP. [Internet] [Masters thesis]. University of Kansas; 2018. [cited 2020 Feb 19]. Available from: http://hdl.handle.net/1808/27570.

Council of Science Editors:

Al-Shammari A. ANALYSIS OF KUWAITI HIGH SCHOOL HISTORY TEXTBOOKS IN LIGHT OF GLOBAL CITIZENSHIP. [Masters Thesis]. University of Kansas; 2018. Available from: http://hdl.handle.net/1808/27570

Arizona State University

14. Abeita, Shawn Patrick. Sociocultural Perspectives on Sovereignty, Citizenship, Identity, and Economic Development with Implications for Isleta Pueblo.

Degree: Justice Studies, 2015, Arizona State University

URL: http://repository.asu.edu/items/29712

► In these three pieces, I expand my thoughts about the functional relationships that sociocultural notions of identity and belonging, and economic development (nation building) of… (more)

Subjects/Keywords: Social sciences education

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APA (6^th Edition):

Abeita, S. P. (2015). Sociocultural Perspectives on Sovereignty, Citizenship, Identity, and Economic Development with Implications for Isleta Pueblo. (Doctoral Dissertation). Arizona State University. Retrieved from http://repository.asu.edu/items/29712

Chicago Manual of Style (16^th Edition):

Abeita, Shawn Patrick. “Sociocultural Perspectives on Sovereignty, Citizenship, Identity, and Economic Development with Implications for Isleta Pueblo.” 2015. Doctoral Dissertation, Arizona State University. Accessed February 19, 2020. http://repository.asu.edu/items/29712.

MLA Handbook (7^th Edition):

Abeita, Shawn Patrick. “Sociocultural Perspectives on Sovereignty, Citizenship, Identity, and Economic Development with Implications for Isleta Pueblo.” 2015. Web. 19 Feb 2020.

Vancouver:

Abeita SP. Sociocultural Perspectives on Sovereignty, Citizenship, Identity, and Economic Development with Implications for Isleta Pueblo. [Internet] [Doctoral dissertation]. Arizona State University; 2015. [cited 2020 Feb 19]. Available from: http://repository.asu.edu/items/29712.

Council of Science Editors:

Abeita SP. Sociocultural Perspectives on Sovereignty, Citizenship, Identity, and Economic Development with Implications for Isleta Pueblo. [Doctoral Dissertation]. Arizona State University; 2015. Available from: http://repository.asu.edu/items/29712

West Virginia University

15. Brejwo, Carolyn Jackson. Civic Education in West Virginia: Guidelines and State Standards in a Case Study.

Degree: EdD, Curriculum & Instruction/Literacy Studies, 2012, West Virginia University

URL: https://researchrepository.wvu.edu/etd/505

► Civic teachers are members of their community and are responsible for preparing their students to be future citizens. West Virginia is one of nine states… (more)

Subjects/Keywords: Social sciences education

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APA (6^th Edition):

Brejwo, C. J. (2012). Civic Education in West Virginia: Guidelines and State Standards in a Case Study. (Thesis). West Virginia University. Retrieved from https://researchrepository.wvu.edu/etd/505

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

Chicago Manual of Style (16^th Edition):

Brejwo, Carolyn Jackson. “Civic Education in West Virginia: Guidelines and State Standards in a Case Study.” 2012. Thesis, West Virginia University. Accessed February 19, 2020. https://researchrepository.wvu.edu/etd/505.

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

MLA Handbook (7^th Edition):

Brejwo, Carolyn Jackson. “Civic Education in West Virginia: Guidelines and State Standards in a Case Study.” 2012. Web. 19 Feb 2020.

Vancouver:

Brejwo CJ. Civic Education in West Virginia: Guidelines and State Standards in a Case Study. [Internet] [Thesis]. West Virginia University; 2012. [cited 2020 Feb 19]. Available from: https://researchrepository.wvu.edu/etd/505.

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

Council of Science Editors:

Brejwo CJ. Civic Education in West Virginia: Guidelines and State Standards in a Case Study. [Thesis]. West Virginia University; 2012. Available from: https://researchrepository.wvu.edu/etd/505

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

16. Khan, Seema. A Cognitive Behavioral Intervention for Trauma in Saito Pico-Union Charter School| A Grant Proposal Project.

Degree: 2018, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10751798

► The purpose of the proposed project was to establish the need for trauma-focused school-based program for at-risk urban youth, to identify a well-matched funding… (more)

Subjects/Keywords: Social work; Social sciences education

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APA (6^th Edition):

Khan, S. (2018). A Cognitive Behavioral Intervention for Trauma in Saito Pico-Union Charter School| A Grant Proposal Project. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10751798

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

Chicago Manual of Style (16^th Edition):

Khan, Seema. “A Cognitive Behavioral Intervention for Trauma in Saito Pico-Union Charter School| A Grant Proposal Project.” 2018. Thesis, California State University, Long Beach. Accessed February 19, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10751798.

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

MLA Handbook (7^th Edition):

Khan, Seema. “A Cognitive Behavioral Intervention for Trauma in Saito Pico-Union Charter School| A Grant Proposal Project.” 2018. Web. 19 Feb 2020.

Vancouver:

Khan S. A Cognitive Behavioral Intervention for Trauma in Saito Pico-Union Charter School| A Grant Proposal Project. [Internet] [Thesis]. California State University, Long Beach; 2018. [cited 2020 Feb 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10751798.

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

Council of Science Editors:

Khan S. A Cognitive Behavioral Intervention for Trauma in Saito Pico-Union Charter School| A Grant Proposal Project. [Thesis]. California State University, Long Beach; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10751798

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

17. Sanchez, Jennifer C. Seth's Law of 2012| A Policy Analysis.

Degree: 2018, California State University, Long Beach

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10785904

► The purpose of this study was to conduct a policy analysis of Seth’s Law 2012. Bullying on school campuses is a severe and pervasive… (more)

Subjects/Keywords: Social work; Social sciences education

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APA (6^th Edition):

Sanchez, J. C. (2018). Seth's Law of 2012| A Policy Analysis. (Thesis). California State University, Long Beach. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10785904

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

Chicago Manual of Style (16^th Edition):

Sanchez, Jennifer C. “Seth's Law of 2012| A Policy Analysis.” 2018. Thesis, California State University, Long Beach. Accessed February 19, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10785904.

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

MLA Handbook (7^th Edition):

Sanchez, Jennifer C. “Seth's Law of 2012| A Policy Analysis.” 2018. Web. 19 Feb 2020.

Vancouver:

Sanchez JC. Seth's Law of 2012| A Policy Analysis. [Internet] [Thesis]. California State University, Long Beach; 2018. [cited 2020 Feb 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785904.

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

Council of Science Editors:

Sanchez JC. Seth's Law of 2012| A Policy Analysis. [Thesis]. California State University, Long Beach; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10785904

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

18. Buchanan Farmer, Melani. "When you grow stronger, you grow up to be a beautiful healthy person"| Developing an awareness of wellness with early adolescent girls using action research.

Degree: 2016, California Institute of Integral Studies

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10117897

► Girls in early adolescence today face numerous challenges to their positive and successful growth into happy, productive, and powerful women. These challenges may include… (more)

Subjects/Keywords: Social sciences education; Health education

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APA (6^th Edition):

Buchanan Farmer, M. (2016). "When you grow stronger, you grow up to be a beautiful healthy person"| Developing an awareness of wellness with early adolescent girls using action research. (Thesis). California Institute of Integral Studies. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10117897

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

Chicago Manual of Style (16^th Edition):

Buchanan Farmer, Melani. “"When you grow stronger, you grow up to be a beautiful healthy person"| Developing an awareness of wellness with early adolescent girls using action research.” 2016. Thesis, California Institute of Integral Studies. Accessed February 19, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10117897.

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

MLA Handbook (7^th Edition):

Buchanan Farmer, Melani. “"When you grow stronger, you grow up to be a beautiful healthy person"| Developing an awareness of wellness with early adolescent girls using action research.” 2016. Web. 19 Feb 2020.

Vancouver:

Buchanan Farmer M. "When you grow stronger, you grow up to be a beautiful healthy person"| Developing an awareness of wellness with early adolescent girls using action research. [Internet] [Thesis]. California Institute of Integral Studies; 2016. [cited 2020 Feb 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10117897.

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

Council of Science Editors:

Buchanan Farmer M. "When you grow stronger, you grow up to be a beautiful healthy person"| Developing an awareness of wellness with early adolescent girls using action research. [Thesis]. California Institute of Integral Studies; 2016. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10117897

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

19. Kay, Victoria. Examining the response process of fifth grade students during social studies instruction.

Degree: 2011, Northern Illinois University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3473039

► Over the last decade there has been an increased focus on high-stakes standardized tests in reading and math. Social studies has been devalued in… (more)

Subjects/Keywords: Education, Elementary; Education, Social Sciences

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APA (6^th Edition):

Kay, V. (2011). Examining the response process of fifth grade students during social studies instruction. (Thesis). Northern Illinois University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3473039

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

Chicago Manual of Style (16^th Edition):

Kay, Victoria. “Examining the response process of fifth grade students during social studies instruction.” 2011. Thesis, Northern Illinois University. Accessed February 19, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3473039.

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

MLA Handbook (7^th Edition):

Kay, Victoria. “Examining the response process of fifth grade students during social studies instruction.” 2011. Web. 19 Feb 2020.

Vancouver:

Kay V. Examining the response process of fifth grade students during social studies instruction. [Internet] [Thesis]. Northern Illinois University; 2011. [cited 2020 Feb 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3473039.

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

Council of Science Editors:

Kay V. Examining the response process of fifth grade students during social studies instruction. [Thesis]. Northern Illinois University; 2011. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3473039

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

20. Arapoff, Nikan. Teacher Experiences With Credit-Related Finance Education.

Degree: 2012, Walden University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3499157

► Recent financial problems have highlighted the portion of financial literacy classes related to credit and spending. The recent bursting of the real estate asset… (more)

Subjects/Keywords: Education, Social Sciences; Education, Business

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APA (6^th Edition):

Arapoff, N. (2012). Teacher Experiences With Credit-Related Finance Education. (Thesis). Walden University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3499157

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

Chicago Manual of Style (16^th Edition):

Arapoff, Nikan. “Teacher Experiences With Credit-Related Finance Education.” 2012. Thesis, Walden University. Accessed February 19, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3499157.

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

MLA Handbook (7^th Edition):

Arapoff, Nikan. “Teacher Experiences With Credit-Related Finance Education.” 2012. Web. 19 Feb 2020.

Vancouver:

Arapoff N. Teacher Experiences With Credit-Related Finance Education. [Internet] [Thesis]. Walden University; 2012. [cited 2020 Feb 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3499157.

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

Council of Science Editors:

Arapoff N. Teacher Experiences With Credit-Related Finance Education. [Thesis]. Walden University; 2012. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3499157

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

The George Washington University

21. Rosenbusch, Katherine. Cross-cultural adjustment process of expatriate families in a multinational organization| A family system theory perspective.

Degree: 2010, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3386969

► The purpose of this survey based study was to examine whether the characteristics (i.e., flexibility and cohesion) of expatriate families in a multinational corporation… (more)

Subjects/Keywords: Education, Social Sciences; Education, Business

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APA (6^th Edition):

Rosenbusch, K. (2010). Cross-cultural adjustment process of expatriate families in a multinational organization| A family system theory perspective. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3386969

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

Chicago Manual of Style (16^th Edition):

Rosenbusch, Katherine. “Cross-cultural adjustment process of expatriate families in a multinational organization| A family system theory perspective.” 2010. Thesis, The George Washington University. Accessed February 19, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3386969.

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

MLA Handbook (7^th Edition):

Rosenbusch, Katherine. “Cross-cultural adjustment process of expatriate families in a multinational organization| A family system theory perspective.” 2010. Web. 19 Feb 2020.

Vancouver:

Rosenbusch K. Cross-cultural adjustment process of expatriate families in a multinational organization| A family system theory perspective. [Internet] [Thesis]. The George Washington University; 2010. [cited 2020 Feb 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3386969.

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

Council of Science Editors:

Rosenbusch K. Cross-cultural adjustment process of expatriate families in a multinational organization| A family system theory perspective. [Thesis]. The George Washington University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3386969

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

22. Diaz Pe?a, Jesus D. The Importance of National Identity in Social Studies Classes in Puerto Rico| An Examination of Teacher and Student Perceptions of "Lo Nacional".

Degree: 2017, University of Missouri – Saint Louis

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10277753

► The Commonwealth of Puerto Rico, an unincorporated territory of the United States, is home to approximately 3.4 million U.S. citizens. The literature on Puerto… (more)

▼ The Commonwealth of Puerto Rico, an unincorporated territory of the United States, is home to approximately 3.4 million U.S. citizens. The literature on Puerto Rican national identity (PRNI) describes how and why it has been debated on the island for more than five hundred years throughout the colonial trajectory, once under Spain and now as a commonwealth of the United States. The education system in Puerto Rico, and particularly the social studies curriculum, has been used to promote particular ideologies regarding national identity. This study identifies what middle school teachers teach about PRNI and how seventh grade students identify themselves in terms of national identity. The investigation of curriculum delivery examines the elements that foster the Puerto Rican national character. Social studies educators who neglect the multiplicity of Puerto Rican identities fail to acknowledge that educational practices should be inclusive of the diverse understandings of PRNI. Such an acknowledgment needs to be incorporated to social studies classes where teachers discuss Puerto Rico’s relationship with the United States. Examining social studies classes in Puerto Rico becomes the ideal context to develop conjectures about PRNI that include a transnational identity beyond the nation-state paradigms. Using a mixed method approach with a concurrent embedded strategy, I identified student perceptions about PRNI, which differ from those of educators. Teachers’ perceptions, citizenship, ethnic identity, and political ideology become intertwined with the delivery of social studies classes. Nevertheless, students develop their own perceptions of PRNI with only minor reference to the social studies class. Students express dissatisfaction with their social studies classes. They also assign a high level of importance to PRNI, express a strong feeling of belonging to the Puerto Rican nation, and describe markers of national identity. The previous categories become pivotal considerations for the assessment of content-rich social studies lessons.

Subjects/Keywords: Secondary education; Social sciences education

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

APA (6^th Edition):

Diaz Pe?a, J. D. (2017). The Importance of National Identity in Social Studies Classes in Puerto Rico| An Examination of Teacher and Student Perceptions of "Lo Nacional". (Thesis). University of Missouri – Saint Louis. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10277753

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

Chicago Manual of Style (16^th Edition):

Diaz Pe?a, Jesus D. “The Importance of National Identity in Social Studies Classes in Puerto Rico| An Examination of Teacher and Student Perceptions of "Lo Nacional".” 2017. Thesis, University of Missouri – Saint Louis. Accessed February 19, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10277753.

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

MLA Handbook (7^th Edition):

Diaz Pe?a, Jesus D. “The Importance of National Identity in Social Studies Classes in Puerto Rico| An Examination of Teacher and Student Perceptions of "Lo Nacional".” 2017. Web. 19 Feb 2020.

Vancouver:

Diaz Pe?a JD. The Importance of National Identity in Social Studies Classes in Puerto Rico| An Examination of Teacher and Student Perceptions of "Lo Nacional". [Internet] [Thesis]. University of Missouri – Saint Louis; 2017. [cited 2020 Feb 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10277753.

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

Council of Science Editors:

Diaz Pe?a JD. The Importance of National Identity in Social Studies Classes in Puerto Rico| An Examination of Teacher and Student Perceptions of "Lo Nacional". [Thesis]. University of Missouri – Saint Louis; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10277753

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

The University of Oklahoma

23. McNabb, Meridith Renee. Creating a global consciousness| The impact of international studies curriculum on student development of global awareness.

Degree: 2013, The University of Oklahoma

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=1524511

► Global consciousness is an important trait for high-school students to exhibit. One way that global consciousness can be incorporated into the curriculum is via… (more)

Subjects/Keywords: Education, Multilingual; Education, Social Sciences

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APA (6^th Edition):

McNabb, M. R. (2013). Creating a global consciousness| The impact of international studies curriculum on student development of global awareness. (Thesis). The University of Oklahoma. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1524511

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

Chicago Manual of Style (16^th Edition):

McNabb, Meridith Renee. “Creating a global consciousness| The impact of international studies curriculum on student development of global awareness.” 2013. Thesis, The University of Oklahoma. Accessed February 19, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=1524511.

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

MLA Handbook (7^th Edition):

McNabb, Meridith Renee. “Creating a global consciousness| The impact of international studies curriculum on student development of global awareness.” 2013. Web. 19 Feb 2020.

Vancouver:

McNabb MR. Creating a global consciousness| The impact of international studies curriculum on student development of global awareness. [Internet] [Thesis]. The University of Oklahoma; 2013. [cited 2020 Feb 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1524511.

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

Council of Science Editors:

McNabb MR. Creating a global consciousness| The impact of international studies curriculum on student development of global awareness. [Thesis]. The University of Oklahoma; 2013. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1524511

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

24. Duceatt, Donna P. An Investigation of Strategies to Incorporate Historical Thinking in Upper Elementary Socials Studies Classrooms.

Degree: 2017, Piedmont College

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10258100

► This qualitative multi-case study investigated strategies social studies teachers use to incorporate historical thinking skills in fourth and fifth grade classrooms to support the… (more)

Subjects/Keywords: Elementary education; Social sciences education

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APA (6^th Edition):

Duceatt, D. P. (2017). An Investigation of Strategies to Incorporate Historical Thinking in Upper Elementary Socials Studies Classrooms. (Thesis). Piedmont College. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10258100

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

Chicago Manual of Style (16^th Edition):

Duceatt, Donna P. “An Investigation of Strategies to Incorporate Historical Thinking in Upper Elementary Socials Studies Classrooms.” 2017. Thesis, Piedmont College. Accessed February 19, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10258100.

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

MLA Handbook (7^th Edition):

Duceatt, Donna P. “An Investigation of Strategies to Incorporate Historical Thinking in Upper Elementary Socials Studies Classrooms.” 2017. Web. 19 Feb 2020.

Vancouver:

Duceatt DP. An Investigation of Strategies to Incorporate Historical Thinking in Upper Elementary Socials Studies Classrooms. [Internet] [Thesis]. Piedmont College; 2017. [cited 2020 Feb 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10258100.

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

Council of Science Editors:

Duceatt DP. An Investigation of Strategies to Incorporate Historical Thinking in Upper Elementary Socials Studies Classrooms. [Thesis]. Piedmont College; 2017. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10258100

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

Harvard University

25. Gable, Rachel L. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.

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

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229

► In this longitudinal interview-based study, I explore the self-assessed preparation, academic experiences, and social experiences of one ninety-one first-generation and thirty-five continuing generation (those with… (more)

▼ In this longitudinal interview-based study, I explore the self-assessed preparation, academic experiences, and social experiences of one ninety-one first-generation and thirty-five continuing generation (those with at least one parent a college graduate) students attending Harvard College and Georgetown University between the years of 2012-2016. Through random sampling techniques and iterative interviews, I examine the variation and change over time among first-generation students’ descriptions of their college going experiences and compare these to their continuing generation peers. I identify points of overlap as well as factors that specifically affect first-generation students’ transition into and experiences of college. I argue that a classification of first-generation students attending elite universities as either “privileged” or “disadvantaged” glosses over the nuanced and varied self-assessments of first-generation students themselves. Instead, I propose considering first-generation students’ characteristics and college experiences—especially at highly selective universities—as multiplex, accommodating both privilege and disadvantage, and transitional in both nature and outcome. In short, the first-generation classification is essentially a social category defined by its liminality, not by a durable set of characteristics. Even though the first-generation experience is complex and varied, there are nonetheless policy and programmatic lessons that administrators can draw to support first-generation and all students as they transition into and proceed through college. This dissertation examines the various pathways to thriving as articulated by first-generation students themselves. In terms of academics, these include academic continuation and academic divergence in a field of study, and academic turnaround versus ongoing academic achievement among first- and continuing-generation students from diverse preparation backgrounds. In terms of social experiences, I explore the tactics of bulwarking, pride work, and assimilation as ways in which first-generation students adopt or eschew the classification as an identity feature in a given social context. Finally, I offer specific policy recommendations to administrators aiming not to see their first-generation students make it through, but to thrive in college and beyond. Advisors/Committee Members: Light, Richard J. xmlui.authority.confidence.description.cf_uncertain (advisor), Bassett, Anya B. (committee member), Reuben, Julie A. (committee member).

Subjects/Keywords: Education, Higher; Education, Social Sciences

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

APA (6^th Edition):

Gable, R. L. (2016). Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229

Chicago Manual of Style (16^th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Doctoral Dissertation, Harvard University. Accessed February 19, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229.

MLA Handbook (7^th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Web. 19 Feb 2020.

Vancouver:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2020 Feb 19]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229.

Council of Science Editors:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:32663229

Harvard University

26. Young, Kelsey. Threatening the American Dream: How State-Funded Merit Scholarships Impact Intergenerational Economic Mobility.

Degree: AB, 2018, Harvard University

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811537

► Much debate exists about the benefits of state-funded merit scholarships in bridging the opportunity gap between those who can and cannot afford quality post-secondary education.… (more)

Subjects/Keywords: Education, Higher; Education, Social Sciences

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APA (6^th Edition):

Young, K. (2018). Threatening the American Dream: How State-Funded Merit Scholarships Impact Intergenerational Economic Mobility. (Thesis). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811537

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

Chicago Manual of Style (16^th Edition):

Young, Kelsey. “Threatening the American Dream: How State-Funded Merit Scholarships Impact Intergenerational Economic Mobility.” 2018. Thesis, Harvard University. Accessed February 19, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811537.

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

MLA Handbook (7^th Edition):

Young, Kelsey. “Threatening the American Dream: How State-Funded Merit Scholarships Impact Intergenerational Economic Mobility.” 2018. Web. 19 Feb 2020.

Vancouver:

Young K. Threatening the American Dream: How State-Funded Merit Scholarships Impact Intergenerational Economic Mobility. [Internet] [Thesis]. Harvard University; 2018. [cited 2020 Feb 19]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811537.

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

Council of Science Editors:

Young K. Threatening the American Dream: How State-Funded Merit Scholarships Impact Intergenerational Economic Mobility. [Thesis]. Harvard University; 2018. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:38811537

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

The George Washington University

27. Katz, Doran A. A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources.

Degree: 2018, The George Washington University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=10752006

► A study of the Holocaust is a challenging task. Schools often dedicate little time to the study of the subject, and teachers are often… (more)

Subjects/Keywords: Secondary education; Social sciences education

Record Details Similar Records Cite « Share

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APA (6^th Edition):

Katz, D. A. (2018). A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources. (Thesis). The George Washington University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=10752006

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

Chicago Manual of Style (16^th Edition):

Katz, Doran A. “A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources.” 2018. Thesis, The George Washington University. Accessed February 19, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=10752006.

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

MLA Handbook (7^th Edition):

Katz, Doran A. “A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources.” 2018. Web. 19 Feb 2020.

Vancouver:

Katz DA. A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources. [Internet] [Thesis]. The George Washington University; 2018. [cited 2020 Feb 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10752006.

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

Council of Science Editors:

Katz DA. A Case of Teaching and Learning the Holocaust in Secondary School History Class| An Exercise in Historical Thinking with Primary Sources. [Thesis]. The George Washington University; 2018. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=10752006

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

Harvard University

28. Gable, Rachel L. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.

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

URL: http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831

► In this longitudinal interview-based study, I explore the self-assessed preparation, academic experiences, and social experiences of one ninety-one first-generation and thirty-five continuing generation (those with… (more)

▼ In this longitudinal interview-based study, I explore the self-assessed preparation, academic experiences, and social experiences of one ninety-one first-generation and thirty-five continuing generation (those with at least one parent a college graduate) students attending Harvard College and Georgetown University between the years of 2012-2016. Through random sampling techniques and iterative interviews, I examine the variation and change over time among first-generation students’ descriptions of their college going experiences and compare these to their continuing generation peers. I identify points of overlap as well as factors that specifically affect first-generation students’ transition into and experiences of college. I argue that a classification of first-generation students attending elite universities as either “privileged” or “disadvantaged” glosses over the nuanced and varied self-assessments of first-generation students themselves. Instead, I propose considering first-generation students’ characteristics and college experiences—especially at highly selective universities—as multiplex, accommodating both privilege and disadvantage, and transitional in both nature and outcome. In short, the first-generation classification is essentially a social category defined by its liminality, not by a durable set of characteristics. Even though the first-generation experience is complex and varied, there are nonetheless policy and programmatic lessons that administrators can draw to support first-generation and all students as they transition into and proceed through college. This dissertation examines the various pathways to thriving as articulated by first-generation students themselves. In terms of academics, these include academic continuation and academic divergence in a field of study, and academic turnaround versus ongoing academic achievement among first- and continuing-generation students from diverse preparation backgrounds. In terms of social experiences, I explore the tactics of bulwarking, pride work, and assimilation as ways in which first-generation students adopt or eschew the classification as an identity feature in a given social context. Finally, I offer specific policy recommendations to administrators aiming not to see their first-generation students make it through, but to thrive in college and beyond. Advisors/Committee Members: Light, Richard J. xmlui.authority.confidence.description.cf_uncertain (advisor), Bassett, Anya B. (committee member), Reuben, Julie A. (committee member).

Subjects/Keywords: Education, Higher; Education, Social Sciences

Record Details Similar Records Cite « Share

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

APA (6^th Edition):

Gable, R. L. (2016). Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. (Doctoral Dissertation). Harvard University. Retrieved from http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831

Chicago Manual of Style (16^th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Doctoral Dissertation, Harvard University. Accessed February 19, 2020. http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831.

MLA Handbook (7^th Edition):

Gable, Rachel L. “Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities.” 2016. Web. 19 Feb 2020.

Vancouver:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Internet] [Doctoral dissertation]. Harvard University; 2016. [cited 2020 Feb 19]. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831.

Council of Science Editors:

Gable RL. Pathways to Thriving: First- and Continuing Generation College Student Experiences at Two Elite Universities. [Doctoral Dissertation]. Harvard University; 2016. Available from: http://nrs.harvard.edu/urn-3:HUL.InstRepos:36524831

Washington State University

29. [No author]. A CRITICAL EXPLORATION OF THE RELATIONSHIP BETWEEN STUDENTS' MATHEMATICS IDENTITIES AND THEIR SOCIAL CAPITAL .

Degree: 2012, Washington State University

URL: http://hdl.handle.net/2376/4698

► This case study explored how selected students' social capital impacted their mathematical identities inside a seventh-grade classroom. Mathematical identities were measured in terms of participation… (more)

Subjects/Keywords: Mathematics education; Social sciences education

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APA (6^th Edition):

author], [. (2012). A CRITICAL EXPLORATION OF THE RELATIONSHIP BETWEEN STUDENTS' MATHEMATICS IDENTITIES AND THEIR SOCIAL CAPITAL . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/4698

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

Chicago Manual of Style (16^th Edition):

author], [No. “A CRITICAL EXPLORATION OF THE RELATIONSHIP BETWEEN STUDENTS' MATHEMATICS IDENTITIES AND THEIR SOCIAL CAPITAL .” 2012. Thesis, Washington State University. Accessed February 19, 2020. http://hdl.handle.net/2376/4698.

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

MLA Handbook (7^th Edition):

author], [No. “A CRITICAL EXPLORATION OF THE RELATIONSHIP BETWEEN STUDENTS' MATHEMATICS IDENTITIES AND THEIR SOCIAL CAPITAL .” 2012. Web. 19 Feb 2020.

Vancouver:

author] [. A CRITICAL EXPLORATION OF THE RELATIONSHIP BETWEEN STUDENTS' MATHEMATICS IDENTITIES AND THEIR SOCIAL CAPITAL . [Internet] [Thesis]. Washington State University; 2012. [cited 2020 Feb 19]. Available from: http://hdl.handle.net/2376/4698.

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

Council of Science Editors:

author] [. A CRITICAL EXPLORATION OF THE RELATIONSHIP BETWEEN STUDENTS' MATHEMATICS IDENTITIES AND THEIR SOCIAL CAPITAL . [Thesis]. Washington State University; 2012. Available from: http://hdl.handle.net/2376/4698

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

Indiana University

30. Brown, James Roger. Trajectories of parents' experiences in discovering, reporting, and living with the aftermath of middle school bullying.

Degree: 2010, Indiana University

URL: http://pqdtopen.proquest.com/#viewpdf?dispub=3409133

► Bully victimization takes place within a social context of youths’ parents, peers, teachers, school administrators, and community. Victims often rely on parents, educators, or… (more)

▼ Bully victimization takes place within a social context of youths’ parents, peers, teachers, school administrators, and community. Victims often rely on parents, educators, or peers for support. However, there is a gap in the literature in understanding parents’ experiences of what occurs before, during, and after reporting bullying to school officials. Therefore, this dissertation study examined parents’ experiences in discovering, reporting, and living through the aftermath of their child being bullied. This study used a purposeful sample that was criterion-based. Nine mothers and one mother/father pair were tape-recorded using face-to-face semi-structured interviews. Follow-up phone interviews followed. Key themes and patterns were analyzed using the philosophical method of interpretive phenomenology based on Heidegger’s philosophy of being. Exemplars were used to illuminate several themes. Results suggest three unique stages. In the first stage, discovery, parents often noticed psychosocial changes in their child related to bullying. Parents often responded initially by providing advice to their children. When signs of their schoolchildren being bullied persisted, parents decided to report the incidents to school officials. Nine parents reported incomplete interventions that let their youths’ victimization continue. One parent, a paradigm case, shared understandings of how her son’s school official provided a full intervention that was restorative. However, all other parents who received an incomplete intervention found themselves rethinking how to protect their children from bullying. In this aftermath, several parents moved their children out of the school into a new district or began to home school. However, half the parents were left unable to move their child and therefore could not provide protection. Indiana’s anti-bullying law was unknown to eight parents and was unsuccessful in leveraging protection for one parent who used it with school officials as a threat. School official’s responses to bullying were incongruent with student handbook procedures. Recommendations from a parent’s perspective indicate school officials must: (1) have a clear process in place for parents to report, (2) follow through by calling parents back with results from investigating and procedures that will be taken to intervene, and (3) call the bullies’ and victims’ parents to notify what has occurred and what will be done to ensure safety. Discussed are implications for school officials, social workers, and state policymakers.

Subjects/Keywords: Social Work; Education, Administration; Education, Social Sciences

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

APA (6^th Edition):

Brown, J. R. (2010). Trajectories of parents' experiences in discovering, reporting, and living with the aftermath of middle school bullying. (Thesis). Indiana University. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=3409133

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

Chicago Manual of Style (16^th Edition):

Brown, James Roger. “Trajectories of parents' experiences in discovering, reporting, and living with the aftermath of middle school bullying.” 2010. Thesis, Indiana University. Accessed February 19, 2020. http://pqdtopen.proquest.com/#viewpdf?dispub=3409133.

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

MLA Handbook (7^th Edition):

Brown, James Roger. “Trajectories of parents' experiences in discovering, reporting, and living with the aftermath of middle school bullying.” 2010. Web. 19 Feb 2020.

Vancouver:

Brown JR. Trajectories of parents' experiences in discovering, reporting, and living with the aftermath of middle school bullying. [Internet] [Thesis]. Indiana University; 2010. [cited 2020 Feb 19]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3409133.

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

Council of Science Editors:

Brown JR. Trajectories of parents' experiences in discovering, reporting, and living with the aftermath of middle school bullying. [Thesis]. Indiana University; 2010. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=3409133

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

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Open Access Theses and Dissertations