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You searched for subject:(Educational criticism). Showing records 1 – 30 of 58 total matches.

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Universidade do Rio Grande do Sul

1. Civiero, Paula Andrea Grawieski. Transposição didática reflexiva : um olhar voltado para a prática pedagógica.

Degree: 2009, Universidade do Rio Grande do Sul

Com esta pesquisa busquei constituir cenários para investigação para as aulas de matemática a partir da produção decorrente de pesquisas realizadas no Projeto de Iniciação… (more)

Subjects/Keywords: Matemática : Ensino; Educational possibility; Reflection; Criticism; Investigative scenery

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APA (6th Edition):

Civiero, P. A. G. (2009). Transposição didática reflexiva : um olhar voltado para a prática pedagógica. (Thesis). Universidade do Rio Grande do Sul. Retrieved from http://hdl.handle.net/10183/21588

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

Chicago Manual of Style (16th Edition):

Civiero, Paula Andrea Grawieski. “Transposição didática reflexiva : um olhar voltado para a prática pedagógica.” 2009. Thesis, Universidade do Rio Grande do Sul. Accessed July 14, 2020. http://hdl.handle.net/10183/21588.

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

MLA Handbook (7th Edition):

Civiero, Paula Andrea Grawieski. “Transposição didática reflexiva : um olhar voltado para a prática pedagógica.” 2009. Web. 14 Jul 2020.

Vancouver:

Civiero PAG. Transposição didática reflexiva : um olhar voltado para a prática pedagógica. [Internet] [Thesis]. Universidade do Rio Grande do Sul; 2009. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/10183/21588.

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

Council of Science Editors:

Civiero PAG. Transposição didática reflexiva : um olhar voltado para a prática pedagógica. [Thesis]. Universidade do Rio Grande do Sul; 2009. Available from: http://hdl.handle.net/10183/21588

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


University of Iowa

2. Kauper, Kathryn Michele. Portraits of good intentions: diversity education in the commonplaces as experienced by preservice social studies teachers.

Degree: PhD, Teaching and Learning, 2012, University of Iowa

  Curriculum standards in social studies encourage a curriculum that helps students understand how minority groups and women have historically sought access to equality of… (more)

Subjects/Keywords: Diversity Education; Educational Criticism; Eisner; Preservice Teachers; Schwab; Social Studies; Education

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APA (6th Edition):

Kauper, K. M. (2012). Portraits of good intentions: diversity education in the commonplaces as experienced by preservice social studies teachers. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/3479

Chicago Manual of Style (16th Edition):

Kauper, Kathryn Michele. “Portraits of good intentions: diversity education in the commonplaces as experienced by preservice social studies teachers.” 2012. Doctoral Dissertation, University of Iowa. Accessed July 14, 2020. https://ir.uiowa.edu/etd/3479.

MLA Handbook (7th Edition):

Kauper, Kathryn Michele. “Portraits of good intentions: diversity education in the commonplaces as experienced by preservice social studies teachers.” 2012. Web. 14 Jul 2020.

Vancouver:

Kauper KM. Portraits of good intentions: diversity education in the commonplaces as experienced by preservice social studies teachers. [Internet] [Doctoral dissertation]. University of Iowa; 2012. [cited 2020 Jul 14]. Available from: https://ir.uiowa.edu/etd/3479.

Council of Science Editors:

Kauper KM. Portraits of good intentions: diversity education in the commonplaces as experienced by preservice social studies teachers. [Doctoral Dissertation]. University of Iowa; 2012. Available from: https://ir.uiowa.edu/etd/3479

3. Ingman, Benjamin Charles. Rethinking the Adventure Education Experience: An Inquiry of Meanings, Culture and Educational Virtue.

Degree: PhD, Curriculum and Instruction, 2013, U of Denver

  This study is an investigation of the adventure education (AE) experience with particular attention to what happens during the AE experience, the meanings participants… (more)

Subjects/Keywords: Adventure education; Culture; Educational criticism; Educational experience; Outdoor education; Qualitative research; Education; Educational Methods; Outdoor Education

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APA (6th Edition):

Ingman, B. C. (2013). Rethinking the Adventure Education Experience: An Inquiry of Meanings, Culture and Educational Virtue. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/302

Chicago Manual of Style (16th Edition):

Ingman, Benjamin Charles. “Rethinking the Adventure Education Experience: An Inquiry of Meanings, Culture and Educational Virtue.” 2013. Doctoral Dissertation, U of Denver. Accessed July 14, 2020. https://digitalcommons.du.edu/etd/302.

MLA Handbook (7th Edition):

Ingman, Benjamin Charles. “Rethinking the Adventure Education Experience: An Inquiry of Meanings, Culture and Educational Virtue.” 2013. Web. 14 Jul 2020.

Vancouver:

Ingman BC. Rethinking the Adventure Education Experience: An Inquiry of Meanings, Culture and Educational Virtue. [Internet] [Doctoral dissertation]. U of Denver; 2013. [cited 2020 Jul 14]. Available from: https://digitalcommons.du.edu/etd/302.

Council of Science Editors:

Ingman BC. Rethinking the Adventure Education Experience: An Inquiry of Meanings, Culture and Educational Virtue. [Doctoral Dissertation]. U of Denver; 2013. Available from: https://digitalcommons.du.edu/etd/302

4. Gutiérrez, Jennifer. Power of Equality Myths: A Transdisciplinary Study Examining the Influence of Equality Policy on Teaching and Learning.

Degree: PhD, Curriculum and Instruction, 2014, U of Denver

  There has been steady interest in the ideology of equity in schooling practices reflected in the written artifacts of the United States, especially in… (more)

Subjects/Keywords: Critical discourse analysis; Educational criticism; Head Start; Self-ethnography; Early Childhood Education; Education; Education Policy

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APA (6th Edition):

Gutiérrez, J. (2014). Power of Equality Myths: A Transdisciplinary Study Examining the Influence of Equality Policy on Teaching and Learning. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/256

Chicago Manual of Style (16th Edition):

Gutiérrez, Jennifer. “Power of Equality Myths: A Transdisciplinary Study Examining the Influence of Equality Policy on Teaching and Learning.” 2014. Doctoral Dissertation, U of Denver. Accessed July 14, 2020. https://digitalcommons.du.edu/etd/256.

MLA Handbook (7th Edition):

Gutiérrez, Jennifer. “Power of Equality Myths: A Transdisciplinary Study Examining the Influence of Equality Policy on Teaching and Learning.” 2014. Web. 14 Jul 2020.

Vancouver:

Gutiérrez J. Power of Equality Myths: A Transdisciplinary Study Examining the Influence of Equality Policy on Teaching and Learning. [Internet] [Doctoral dissertation]. U of Denver; 2014. [cited 2020 Jul 14]. Available from: https://digitalcommons.du.edu/etd/256.

Council of Science Editors:

Gutiérrez J. Power of Equality Myths: A Transdisciplinary Study Examining the Influence of Equality Policy on Teaching and Learning. [Doctoral Dissertation]. U of Denver; 2014. Available from: https://digitalcommons.du.edu/etd/256


University of Minnesota

5. Joeng, Ju Ri. The mediating roles of fear of Compassion from self and others, self-compassion, and perceptions of social support on the relationships between self-criticism and depressive symptoms.

Degree: PhD, Educational Psychology, 2014, University of Minnesota

 Empirical studies indicate that people who harshly criticize themselves are likely to suffer from a range of psychological problems. Depression is one of the common… (more)

Subjects/Keywords: Depressive symptoms; Fear of compassion; Self-compassion; Self-criticism; Social support; Educational Psychology

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APA (6th Edition):

Joeng, J. R. (2014). The mediating roles of fear of Compassion from self and others, self-compassion, and perceptions of social support on the relationships between self-criticism and depressive symptoms. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/167167

Chicago Manual of Style (16th Edition):

Joeng, Ju Ri. “The mediating roles of fear of Compassion from self and others, self-compassion, and perceptions of social support on the relationships between self-criticism and depressive symptoms.” 2014. Doctoral Dissertation, University of Minnesota. Accessed July 14, 2020. http://hdl.handle.net/11299/167167.

MLA Handbook (7th Edition):

Joeng, Ju Ri. “The mediating roles of fear of Compassion from self and others, self-compassion, and perceptions of social support on the relationships between self-criticism and depressive symptoms.” 2014. Web. 14 Jul 2020.

Vancouver:

Joeng JR. The mediating roles of fear of Compassion from self and others, self-compassion, and perceptions of social support on the relationships between self-criticism and depressive symptoms. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/11299/167167.

Council of Science Editors:

Joeng JR. The mediating roles of fear of Compassion from self and others, self-compassion, and perceptions of social support on the relationships between self-criticism and depressive symptoms. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/167167

6. Barone, Ryan P. In Search of Social Justice Praxis: A Critical Examination of Senior Student Affairs Officers' Leadership Practices.

Degree: PhD, Higher Education, 2014, U of Denver

  As the highest ranking administrators in divisions of student affairs, Senior Student Affairs Officers (SSAOs) have the substantial opportunity to perform leadership in a… (more)

Subjects/Keywords: Educational criticism and connoisseurship; Higher education; Leadership; Qualitative research; Senior student affairs officers; Social justice; Educational Administration and Supervision; Educational Leadership; Higher Education

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APA (6th Edition):

Barone, R. P. (2014). In Search of Social Justice Praxis: A Critical Examination of Senior Student Affairs Officers' Leadership Practices. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/55

Chicago Manual of Style (16th Edition):

Barone, Ryan P. “In Search of Social Justice Praxis: A Critical Examination of Senior Student Affairs Officers' Leadership Practices.” 2014. Doctoral Dissertation, U of Denver. Accessed July 14, 2020. https://digitalcommons.du.edu/etd/55.

MLA Handbook (7th Edition):

Barone, Ryan P. “In Search of Social Justice Praxis: A Critical Examination of Senior Student Affairs Officers' Leadership Practices.” 2014. Web. 14 Jul 2020.

Vancouver:

Barone RP. In Search of Social Justice Praxis: A Critical Examination of Senior Student Affairs Officers' Leadership Practices. [Internet] [Doctoral dissertation]. U of Denver; 2014. [cited 2020 Jul 14]. Available from: https://digitalcommons.du.edu/etd/55.

Council of Science Editors:

Barone RP. In Search of Social Justice Praxis: A Critical Examination of Senior Student Affairs Officers' Leadership Practices. [Doctoral Dissertation]. U of Denver; 2014. Available from: https://digitalcommons.du.edu/etd/55

7. LAW, Yuen Fun, Muriel. Drama as method : recontextualizing project learning for HK secondary schools.

Degree: PhD, Cultural Studies, Lingnan University

  This doctoral study is grounded in the work of cultural studies and its concern for pedagogy and education. The study investigated a local pedagogical… (more)

Subjects/Keywords: Art Education; Dramatic Literature, Criticism and Theory; Educational Methods

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APA (6th Edition):

LAW, Yuen Fun, M. (n.d.). Drama as method : recontextualizing project learning for HK secondary schools. (Doctoral Dissertation). Lingnan University. Retrieved from http://commons.ln.edu.hk/cs_etd/16

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Chicago Manual of Style (16th Edition):

LAW, Yuen Fun, Muriel. “Drama as method : recontextualizing project learning for HK secondary schools.” Doctoral Dissertation, Lingnan University. Accessed July 14, 2020. http://commons.ln.edu.hk/cs_etd/16.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

MLA Handbook (7th Edition):

LAW, Yuen Fun, Muriel. “Drama as method : recontextualizing project learning for HK secondary schools.” Web. 14 Jul 2020.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Vancouver:

LAW, Yuen Fun M. Drama as method : recontextualizing project learning for HK secondary schools. [Internet] [Doctoral dissertation]. Lingnan University; [cited 2020 Jul 14]. Available from: http://commons.ln.edu.hk/cs_etd/16.

Note: this citation may be lacking information needed for this citation format:
No year of publication.

Council of Science Editors:

LAW, Yuen Fun M. Drama as method : recontextualizing project learning for HK secondary schools. [Doctoral Dissertation]. Lingnan University; Available from: http://commons.ln.edu.hk/cs_etd/16

Note: this citation may be lacking information needed for this citation format:
No year of publication.


Queensland University of Technology

8. Anderson, Susan Elizabeth. Learner strategy instruction and student uptake of strategies in a Japanese as a foreign language context.

Degree: 2012, Queensland University of Technology

 The Japanese language is recognised as being more difficult than European languages, needing three times more tuition time to reach comparable levels of proficiency. Encouraging… (more)

Subjects/Keywords: Japanese as a foreign language (JFL); educational criticism; learner strategies; explicit instruction; curriculum implementation; reflection; collaborative learning

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APA (6th Edition):

Anderson, S. E. (2012). Learner strategy instruction and student uptake of strategies in a Japanese as a foreign language context. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/63676/

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

Chicago Manual of Style (16th Edition):

Anderson, Susan Elizabeth. “Learner strategy instruction and student uptake of strategies in a Japanese as a foreign language context.” 2012. Thesis, Queensland University of Technology. Accessed July 14, 2020. https://eprints.qut.edu.au/63676/.

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

MLA Handbook (7th Edition):

Anderson, Susan Elizabeth. “Learner strategy instruction and student uptake of strategies in a Japanese as a foreign language context.” 2012. Web. 14 Jul 2020.

Vancouver:

Anderson SE. Learner strategy instruction and student uptake of strategies in a Japanese as a foreign language context. [Internet] [Thesis]. Queensland University of Technology; 2012. [cited 2020 Jul 14]. Available from: https://eprints.qut.edu.au/63676/.

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

Council of Science Editors:

Anderson SE. Learner strategy instruction and student uptake of strategies in a Japanese as a foreign language context. [Thesis]. Queensland University of Technology; 2012. Available from: https://eprints.qut.edu.au/63676/

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

9. Spurlin, Matthew L. Curricular Agency: Contemplating Curriculum as a Process to Empower Teachers.

Degree: PhD, Curriculum and Instruction, 2018, U of Denver

  Using the qualitative method of Educational Connoisseurship and Criticism (Eisner, 1991) and an interview structure based on the commonplaces (Schwab, 1969), this study involved… (more)

Subjects/Keywords: Educational Connoisseurship and Criticism; Curricular agency; Curricular theory; Curriculum and Instruction; Education; Teacher Education and Professional Development

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APA (6th Edition):

Spurlin, M. L. (2018). Curricular Agency: Contemplating Curriculum as a Process to Empower Teachers. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1523

Chicago Manual of Style (16th Edition):

Spurlin, Matthew L. “Curricular Agency: Contemplating Curriculum as a Process to Empower Teachers.” 2018. Doctoral Dissertation, U of Denver. Accessed July 14, 2020. https://digitalcommons.du.edu/etd/1523.

MLA Handbook (7th Edition):

Spurlin, Matthew L. “Curricular Agency: Contemplating Curriculum as a Process to Empower Teachers.” 2018. Web. 14 Jul 2020.

Vancouver:

Spurlin ML. Curricular Agency: Contemplating Curriculum as a Process to Empower Teachers. [Internet] [Doctoral dissertation]. U of Denver; 2018. [cited 2020 Jul 14]. Available from: https://digitalcommons.du.edu/etd/1523.

Council of Science Editors:

Spurlin ML. Curricular Agency: Contemplating Curriculum as a Process to Empower Teachers. [Doctoral Dissertation]. U of Denver; 2018. Available from: https://digitalcommons.du.edu/etd/1523


Georgia State University

10. Le Blanc, Amana Marie. Gender and Gaming: Postmodern Narratives of Liminal Spaces and Selves.

Degree: PhD, Learning Technologies Division, 2016, Georgia State University

  This study employs a narrative approach to explore the relationship between gender and video gaming using a postmodern theoretical perspective. At issue here is… (more)

Subjects/Keywords: Video games; Gamer identity; Gender and technology; Gender and gaming; Adapted multicase methodology; Fiction-based educational research; Postmodernism; Feminist criticism

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APA (6th Edition):

Le Blanc, A. M. (2016). Gender and Gaming: Postmodern Narratives of Liminal Spaces and Selves. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/ltd_diss/1

Chicago Manual of Style (16th Edition):

Le Blanc, Amana Marie. “Gender and Gaming: Postmodern Narratives of Liminal Spaces and Selves.” 2016. Doctoral Dissertation, Georgia State University. Accessed July 14, 2020. https://scholarworks.gsu.edu/ltd_diss/1.

MLA Handbook (7th Edition):

Le Blanc, Amana Marie. “Gender and Gaming: Postmodern Narratives of Liminal Spaces and Selves.” 2016. Web. 14 Jul 2020.

Vancouver:

Le Blanc AM. Gender and Gaming: Postmodern Narratives of Liminal Spaces and Selves. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2020 Jul 14]. Available from: https://scholarworks.gsu.edu/ltd_diss/1.

Council of Science Editors:

Le Blanc AM. Gender and Gaming: Postmodern Narratives of Liminal Spaces and Selves. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/ltd_diss/1

11. Bramschreiber, Terry L. Evolving Minds: Helping Students with Cognitive Dissonance.

Degree: PhD, Curriculum and Instruction, 2013, U of Denver

  Even 150 years after Charles Darwin published On the Origin of Species, public school teachers still find themselves dealing with student resistance to learning… (more)

Subjects/Keywords: Antievolutionism; Cognitive dissonance; Educational criticism and connoisseurship; Intellectual safety; Nature of science; Teaching evolution; Education; Science and Mathematics Education

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APA (6th Edition):

Bramschreiber, T. L. (2013). Evolving Minds: Helping Students with Cognitive Dissonance. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/82

Chicago Manual of Style (16th Edition):

Bramschreiber, Terry L. “Evolving Minds: Helping Students with Cognitive Dissonance.” 2013. Doctoral Dissertation, U of Denver. Accessed July 14, 2020. https://digitalcommons.du.edu/etd/82.

MLA Handbook (7th Edition):

Bramschreiber, Terry L. “Evolving Minds: Helping Students with Cognitive Dissonance.” 2013. Web. 14 Jul 2020.

Vancouver:

Bramschreiber TL. Evolving Minds: Helping Students with Cognitive Dissonance. [Internet] [Doctoral dissertation]. U of Denver; 2013. [cited 2020 Jul 14]. Available from: https://digitalcommons.du.edu/etd/82.

Council of Science Editors:

Bramschreiber TL. Evolving Minds: Helping Students with Cognitive Dissonance. [Doctoral Dissertation]. U of Denver; 2013. Available from: https://digitalcommons.du.edu/etd/82


University of Melbourne

12. Tranter, Bernard C. Raymond Williams : a critique of his theory of culture and education.

Degree: 1980, University of Melbourne

 This thesis is a critical exposition of Williams' theory of culture as expounded in two of his early works, Culture and Society 1780-1950, and The… (more)

Subjects/Keywords: Criticism and interpretation; Culture; Educational anthropology; Educational sociology; Williams, Raymond

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APA (6th Edition):

Tranter, B. C. (1980). Raymond Williams : a critique of his theory of culture and education. (Masters Thesis). University of Melbourne. Retrieved from http://hdl.handle.net/11343/58069

Chicago Manual of Style (16th Edition):

Tranter, Bernard C. “Raymond Williams : a critique of his theory of culture and education.” 1980. Masters Thesis, University of Melbourne. Accessed July 14, 2020. http://hdl.handle.net/11343/58069.

MLA Handbook (7th Edition):

Tranter, Bernard C. “Raymond Williams : a critique of his theory of culture and education.” 1980. Web. 14 Jul 2020.

Vancouver:

Tranter BC. Raymond Williams : a critique of his theory of culture and education. [Internet] [Masters thesis]. University of Melbourne; 1980. [cited 2020 Jul 14]. Available from: http://hdl.handle.net/11343/58069.

Council of Science Editors:

Tranter BC. Raymond Williams : a critique of his theory of culture and education. [Masters Thesis]. University of Melbourne; 1980. Available from: http://hdl.handle.net/11343/58069


University of Florida

13. Boemio, Lou-Ann E. Understanding Teachers' Experience and Beliefs about Classroom Discussion during the Transition to New State Standards.

Degree: MA, English Education - Teaching and Learning, 2015, University of Florida

 This study investigated the perceptions, values, and beliefs of selected teachers about classroom discussion. The study investigated the reported methods used by selected teachers to… (more)

Subjects/Keywords: Classrooms; Educational research; Educational standards; English teachers; High school students; Learning; Literature; Students; Teachers; Textual criticism; classroom  – discussion  – florida  – impact  – standards  – teacher

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APA (6th Edition):

Boemio, L. E. (2015). Understanding Teachers' Experience and Beliefs about Classroom Discussion during the Transition to New State Standards. (Masters Thesis). University of Florida. Retrieved from https://ufdc.ufl.edu/UFE0048972

Chicago Manual of Style (16th Edition):

Boemio, Lou-Ann E. “Understanding Teachers' Experience and Beliefs about Classroom Discussion during the Transition to New State Standards.” 2015. Masters Thesis, University of Florida. Accessed July 14, 2020. https://ufdc.ufl.edu/UFE0048972.

MLA Handbook (7th Edition):

Boemio, Lou-Ann E. “Understanding Teachers' Experience and Beliefs about Classroom Discussion during the Transition to New State Standards.” 2015. Web. 14 Jul 2020.

Vancouver:

Boemio LE. Understanding Teachers' Experience and Beliefs about Classroom Discussion during the Transition to New State Standards. [Internet] [Masters thesis]. University of Florida; 2015. [cited 2020 Jul 14]. Available from: https://ufdc.ufl.edu/UFE0048972.

Council of Science Editors:

Boemio LE. Understanding Teachers' Experience and Beliefs about Classroom Discussion during the Transition to New State Standards. [Masters Thesis]. University of Florida; 2015. Available from: https://ufdc.ufl.edu/UFE0048972


Ohio University

14. Agyeman, Cynthia A. Artists' Perception of the Use of Digital Media in Painting.

Degree: PhD, Curriculum and Instruction (Education), 2015, Ohio University

 Painting is believed to predate recorded history and has been in existence for over 35,000 (Ayres, 1985; Bolton, 2013) years. Over the years, painting has… (more)

Subjects/Keywords: Art Education; Art Criticism; Art History; Educational Technology; Fine Arts; Higher Education; Technology; Digital painting; Traditional painting; Grounded theory; Artist perception; Instructional technology; Art education; Technology integration; Art; Technology; Aesthetic value; Art criticism; Creativity; Criticism of digital art

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APA (6th Edition):

Agyeman, C. A. (2015). Artists' Perception of the Use of Digital Media in Painting. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1443101832

Chicago Manual of Style (16th Edition):

Agyeman, Cynthia A. “Artists' Perception of the Use of Digital Media in Painting.” 2015. Doctoral Dissertation, Ohio University. Accessed July 14, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1443101832.

MLA Handbook (7th Edition):

Agyeman, Cynthia A. “Artists' Perception of the Use of Digital Media in Painting.” 2015. Web. 14 Jul 2020.

Vancouver:

Agyeman CA. Artists' Perception of the Use of Digital Media in Painting. [Internet] [Doctoral dissertation]. Ohio University; 2015. [cited 2020 Jul 14]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1443101832.

Council of Science Editors:

Agyeman CA. Artists' Perception of the Use of Digital Media in Painting. [Doctoral Dissertation]. Ohio University; 2015. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1443101832

15. Quesnel Galván, Lucia Beatriz. An Orphanage in Mexico: Four United Nations' Human Rights of Children and Wolins' Prerequisites for Efficient Group Care Through the View of the Manager and Staff.

Degree: Doctor of Education (EdD) in Educational Leadership, Curriculum & Instruction, 2016, Portland State University

  In Mexico there are officially 1.8 million orphaned children, without counting non-orphaned children deprived of family, who also need care; of these, only 657,000… (more)

Subjects/Keywords: Children  – Institutional care  – Mexico; Orphanages  – Employees  – Attitudes; Orphans  – Care  – Mexico; Orphanages  – Mexico; Children's rights; Human rights; Martin Wolins  – Criticism and interpretation; Educational Leadership; Social Work

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APA (6th Edition):

Quesnel Galván, L. B. (2016). An Orphanage in Mexico: Four United Nations' Human Rights of Children and Wolins' Prerequisites for Efficient Group Care Through the View of the Manager and Staff. (Doctoral Dissertation). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/3311

Chicago Manual of Style (16th Edition):

Quesnel Galván, Lucia Beatriz. “An Orphanage in Mexico: Four United Nations' Human Rights of Children and Wolins' Prerequisites for Efficient Group Care Through the View of the Manager and Staff.” 2016. Doctoral Dissertation, Portland State University. Accessed July 14, 2020. http://pdxscholar.library.pdx.edu/open_access_etds/3311.

MLA Handbook (7th Edition):

Quesnel Galván, Lucia Beatriz. “An Orphanage in Mexico: Four United Nations' Human Rights of Children and Wolins' Prerequisites for Efficient Group Care Through the View of the Manager and Staff.” 2016. Web. 14 Jul 2020.

Vancouver:

Quesnel Galván LB. An Orphanage in Mexico: Four United Nations' Human Rights of Children and Wolins' Prerequisites for Efficient Group Care Through the View of the Manager and Staff. [Internet] [Doctoral dissertation]. Portland State University; 2016. [cited 2020 Jul 14]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3311.

Council of Science Editors:

Quesnel Galván LB. An Orphanage in Mexico: Four United Nations' Human Rights of Children and Wolins' Prerequisites for Efficient Group Care Through the View of the Manager and Staff. [Doctoral Dissertation]. Portland State University; 2016. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/3311


Portland State University

16. Shelton, Jeff Scott. From College to Career: Understanding First Generation and Traditional Community College Transfer Students' Major and Career Choices.

Degree: MS(M.S.) in Sociology, Sociology, 2013, Portland State University

  While the connection between major choice and career goals seems logically obvious, research exploring this process is limited, particularly concerning how socio-economic class, based… (more)

Subjects/Keywords: Pierre Bourdieu (1930-2002)  – Criticism and interpretation; Transfer students  – Oregon  – Case studies; Student aspirations  – Oregon  – Case studies; Social status  – Oregon  – Case studies; Educational Sociology; Social Psychology and Interaction

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APA (6th Edition):

Shelton, J. S. (2013). From College to Career: Understanding First Generation and Traditional Community College Transfer Students' Major and Career Choices. (Masters Thesis). Portland State University. Retrieved from http://pdxscholar.library.pdx.edu/open_access_etds/1408

Chicago Manual of Style (16th Edition):

Shelton, Jeff Scott. “From College to Career: Understanding First Generation and Traditional Community College Transfer Students' Major and Career Choices.” 2013. Masters Thesis, Portland State University. Accessed July 14, 2020. http://pdxscholar.library.pdx.edu/open_access_etds/1408.

MLA Handbook (7th Edition):

Shelton, Jeff Scott. “From College to Career: Understanding First Generation and Traditional Community College Transfer Students' Major and Career Choices.” 2013. Web. 14 Jul 2020.

Vancouver:

Shelton JS. From College to Career: Understanding First Generation and Traditional Community College Transfer Students' Major and Career Choices. [Internet] [Masters thesis]. Portland State University; 2013. [cited 2020 Jul 14]. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/1408.

Council of Science Editors:

Shelton JS. From College to Career: Understanding First Generation and Traditional Community College Transfer Students' Major and Career Choices. [Masters Thesis]. Portland State University; 2013. Available from: http://pdxscholar.library.pdx.edu/open_access_etds/1408

17. Couto, Lídia Catarina Gomes. As perspetivas do amanhã edificadas e refletidas pelas aprendizagens de hoje.

Degree: 2015, Instituto Politécnico do Porto

O presente relatório de estágio integra-se na unidade curricular de Integração Curricular: Prática Educativa e Relatório de Estágio que se insere no mestrado profissionalizante em… (more)

Subjects/Keywords: Prática educativa supervisionada; Reflexão; Crítica; Investigação-ação.; Supervised educational practice; Reflection; Criticism; Research in action; Domínio/Área Científica::Ciências Sociais::Ciências da Educação

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APA (6th Edition):

Couto, L. C. G. (2015). As perspetivas do amanhã edificadas e refletidas pelas aprendizagens de hoje. (Thesis). Instituto Politécnico do Porto. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/8796

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

Chicago Manual of Style (16th Edition):

Couto, Lídia Catarina Gomes. “As perspetivas do amanhã edificadas e refletidas pelas aprendizagens de hoje.” 2015. Thesis, Instituto Politécnico do Porto. Accessed July 14, 2020. http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/8796.

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

MLA Handbook (7th Edition):

Couto, Lídia Catarina Gomes. “As perspetivas do amanhã edificadas e refletidas pelas aprendizagens de hoje.” 2015. Web. 14 Jul 2020.

Vancouver:

Couto LCG. As perspetivas do amanhã edificadas e refletidas pelas aprendizagens de hoje. [Internet] [Thesis]. Instituto Politécnico do Porto; 2015. [cited 2020 Jul 14]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/8796.

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

Council of Science Editors:

Couto LCG. As perspetivas do amanhã edificadas e refletidas pelas aprendizagens de hoje. [Thesis]. Instituto Politécnico do Porto; 2015. Available from: http://www.rcaap.pt/detail.jsp?id=oai:recipp.ipp.pt:10400.22/8796

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


Florida International University

18. Zhang, Yu. The Effect of Employing Cultural Criticism in the Teaching of British Literature for Chinese Undergraduate English Majors.

Degree: PhD, Curriculum and Instruction, 2017, Florida International University

  The traditional literature teaching methods for Chinese English majors are formalism and biographical criticism. These criticisms use an objective approach focused on details about… (more)

Subjects/Keywords: Cultural Criticism; Cultural Understanding of Literary Texts; Literature Comprehension; Chinese Undergraduate English Majors; Curriculum and Instruction; Educational Methods; Higher Education; Language and Literacy Education; Teacher Education and Professional Development

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APA (6th Edition):

Zhang, Y. (2017). The Effect of Employing Cultural Criticism in the Teaching of British Literature for Chinese Undergraduate English Majors. (Doctoral Dissertation). Florida International University. Retrieved from https://digitalcommons.fiu.edu/etd/3198 ; 10.25148/etd.FIDC001743 ; FIDC001743

Chicago Manual of Style (16th Edition):

Zhang, Yu. “The Effect of Employing Cultural Criticism in the Teaching of British Literature for Chinese Undergraduate English Majors.” 2017. Doctoral Dissertation, Florida International University. Accessed July 14, 2020. https://digitalcommons.fiu.edu/etd/3198 ; 10.25148/etd.FIDC001743 ; FIDC001743.

MLA Handbook (7th Edition):

Zhang, Yu. “The Effect of Employing Cultural Criticism in the Teaching of British Literature for Chinese Undergraduate English Majors.” 2017. Web. 14 Jul 2020.

Vancouver:

Zhang Y. The Effect of Employing Cultural Criticism in the Teaching of British Literature for Chinese Undergraduate English Majors. [Internet] [Doctoral dissertation]. Florida International University; 2017. [cited 2020 Jul 14]. Available from: https://digitalcommons.fiu.edu/etd/3198 ; 10.25148/etd.FIDC001743 ; FIDC001743.

Council of Science Editors:

Zhang Y. The Effect of Employing Cultural Criticism in the Teaching of British Literature for Chinese Undergraduate English Majors. [Doctoral Dissertation]. Florida International University; 2017. Available from: https://digitalcommons.fiu.edu/etd/3198 ; 10.25148/etd.FIDC001743 ; FIDC001743


Linköping University

19. Lidåker, Tim. The Potential of Argument Mapping as a Tool for Teaching Critical Thinking in Secondary School.

Degree: Computer and Information Science, 2018, Linköping University

With our modern deluge of information through social media, news and blogs, the importance of giving our children a better understanding of source criticism(more)

Subjects/Keywords: critical thinking; argument mapping; critical reasoning; informal logic; source criticism; educational technology; kritiskt tänkande; källkritik; lärteknologi; digitalt läromedel; Human Computer Interaction; Människa-datorinteraktion (interaktionsdesign)

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APA (6th Edition):

Lidåker, T. (2018). The Potential of Argument Mapping as a Tool for Teaching Critical Thinking in Secondary School. (Thesis). Linköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149438

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

Chicago Manual of Style (16th Edition):

Lidåker, Tim. “The Potential of Argument Mapping as a Tool for Teaching Critical Thinking in Secondary School.” 2018. Thesis, Linköping University. Accessed July 14, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149438.

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

MLA Handbook (7th Edition):

Lidåker, Tim. “The Potential of Argument Mapping as a Tool for Teaching Critical Thinking in Secondary School.” 2018. Web. 14 Jul 2020.

Vancouver:

Lidåker T. The Potential of Argument Mapping as a Tool for Teaching Critical Thinking in Secondary School. [Internet] [Thesis]. Linköping University; 2018. [cited 2020 Jul 14]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149438.

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

Council of Science Editors:

Lidåker T. The Potential of Argument Mapping as a Tool for Teaching Critical Thinking in Secondary School. [Thesis]. Linköping University; 2018. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-149438

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

20. Turino, Amy Therese. The Role of Mindful Disposition in Exploring Teacher Effectiveness in an Arts Integrated School: An Embedded Mixed Method Design.

Degree: PhD, Curriculum and Instruction, 2014, U of Denver

  Currently there is high pressure on teachers to demonstrate effectiveness through student outcome scores and observational criteria in classrooms (CO SB 10-191, 2010; Darling-Hammond… (more)

Subjects/Keywords: Analysis of variance; Educational criticism; Connoisseurship; Mindful disposition; Mindfulness; Teacher effectiveness; Teacher quality; Education; Other Teacher Education and Professional Development; Teacher Education and Professional Development

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APA (6th Edition):

Turino, A. T. (2014). The Role of Mindful Disposition in Exploring Teacher Effectiveness in an Arts Integrated School: An Embedded Mixed Method Design. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/663

Chicago Manual of Style (16th Edition):

Turino, Amy Therese. “The Role of Mindful Disposition in Exploring Teacher Effectiveness in an Arts Integrated School: An Embedded Mixed Method Design.” 2014. Doctoral Dissertation, U of Denver. Accessed July 14, 2020. https://digitalcommons.du.edu/etd/663.

MLA Handbook (7th Edition):

Turino, Amy Therese. “The Role of Mindful Disposition in Exploring Teacher Effectiveness in an Arts Integrated School: An Embedded Mixed Method Design.” 2014. Web. 14 Jul 2020.

Vancouver:

Turino AT. The Role of Mindful Disposition in Exploring Teacher Effectiveness in an Arts Integrated School: An Embedded Mixed Method Design. [Internet] [Doctoral dissertation]. U of Denver; 2014. [cited 2020 Jul 14]. Available from: https://digitalcommons.du.edu/etd/663.

Council of Science Editors:

Turino AT. The Role of Mindful Disposition in Exploring Teacher Effectiveness in an Arts Integrated School: An Embedded Mixed Method Design. [Doctoral Dissertation]. U of Denver; 2014. Available from: https://digitalcommons.du.edu/etd/663

21. Trousas, Cassandra Andres. Teacher Artistry and the Not-So-Still Life of Arts-Centered School Reform.

Degree: PhD, Curriculum and Instruction, 2009, U of Denver

  Despite a current climate that often undervalues the arts in education, arts-centered schools and school reform continue to proliferate. This study describes, interprets and… (more)

Subjects/Keywords: Arts-based; Educational research; School reform; Arts in education; Educational connoisseurship; Criticism; Teacher artistry; Art Education; Arts and Humanities; Education

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APA (6th Edition):

Trousas, C. A. (2009). Teacher Artistry and the Not-So-Still Life of Arts-Centered School Reform. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/658

Chicago Manual of Style (16th Edition):

Trousas, Cassandra Andres. “Teacher Artistry and the Not-So-Still Life of Arts-Centered School Reform.” 2009. Doctoral Dissertation, U of Denver. Accessed July 14, 2020. https://digitalcommons.du.edu/etd/658.

MLA Handbook (7th Edition):

Trousas, Cassandra Andres. “Teacher Artistry and the Not-So-Still Life of Arts-Centered School Reform.” 2009. Web. 14 Jul 2020.

Vancouver:

Trousas CA. Teacher Artistry and the Not-So-Still Life of Arts-Centered School Reform. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2020 Jul 14]. Available from: https://digitalcommons.du.edu/etd/658.

Council of Science Editors:

Trousas CA. Teacher Artistry and the Not-So-Still Life of Arts-Centered School Reform. [Doctoral Dissertation]. U of Denver; 2009. Available from: https://digitalcommons.du.edu/etd/658

22. Taylor, Karen Pickles. Effective Teaching.

Degree: PhD, Educational Administration and Policy Studies, 2009, U of Denver

  This study examined the characteristics of nine teachers considered effective by their school administrators. Qualitative methodology was used to examine characteristics of effective teachers… (more)

Subjects/Keywords: Effective teaching; Qualitative research; Elliot Eisner; Educational criticism; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Taylor, K. P. (2009). Effective Teaching. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/643

Chicago Manual of Style (16th Edition):

Taylor, Karen Pickles. “Effective Teaching.” 2009. Doctoral Dissertation, U of Denver. Accessed July 14, 2020. https://digitalcommons.du.edu/etd/643.

MLA Handbook (7th Edition):

Taylor, Karen Pickles. “Effective Teaching.” 2009. Web. 14 Jul 2020.

Vancouver:

Taylor KP. Effective Teaching. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2020 Jul 14]. Available from: https://digitalcommons.du.edu/etd/643.

Council of Science Editors:

Taylor KP. Effective Teaching. [Doctoral Dissertation]. U of Denver; 2009. Available from: https://digitalcommons.du.edu/etd/643

23. Miller, Brittany M. High-Performing Charter Schools and Leadership Continuum: Reconceptualizing Dual Realities.

Degree: PhD, Curriculum and Instruction, 2018, U of Denver

  This qualitative research study examines the experiences and identities of school leaders who currently lead or have lead in high performing charter schools. Using… (more)

Subjects/Keywords: Charter schools; Co-connoisseurship; Educational criticism; High performing; No excuses; School leadership; Educational Assessment, Evaluation, and Research; Educational Leadership

…theoretical underpinning of the methodology I use for the study. Educational criticism and… …school culture leaders intend to develop? Using educational criticism and connoisseurship, I… …methodological practices for educational criticism and connoisseurship specifically, and qualitative… …Connoisseurship Educational criticism and connoisseurship, the methodology employed for this study… …methodology I use – educational criticism and connoisseurship (Uhrmacher, Moroye & Flinders… 

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APA (6th Edition):

Miller, B. M. (2018). High-Performing Charter Schools and Leadership Continuum: Reconceptualizing Dual Realities. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1441

Chicago Manual of Style (16th Edition):

Miller, Brittany M. “High-Performing Charter Schools and Leadership Continuum: Reconceptualizing Dual Realities.” 2018. Doctoral Dissertation, U of Denver. Accessed July 14, 2020. https://digitalcommons.du.edu/etd/1441.

MLA Handbook (7th Edition):

Miller, Brittany M. “High-Performing Charter Schools and Leadership Continuum: Reconceptualizing Dual Realities.” 2018. Web. 14 Jul 2020.

Vancouver:

Miller BM. High-Performing Charter Schools and Leadership Continuum: Reconceptualizing Dual Realities. [Internet] [Doctoral dissertation]. U of Denver; 2018. [cited 2020 Jul 14]. Available from: https://digitalcommons.du.edu/etd/1441.

Council of Science Editors:

Miller BM. High-Performing Charter Schools and Leadership Continuum: Reconceptualizing Dual Realities. [Doctoral Dissertation]. U of Denver; 2018. Available from: https://digitalcommons.du.edu/etd/1441


Michigan State University

24. Ibironke, Olabode. Between African writers and Heinemann educational publishers : the political economy of a culture industry.

Degree: PhD, Department of English, 2008, Michigan State University

"The dissertation undertakes a new approach to the study of African literature, which it derives from the interdisciplinary field of enquiry associated first and foremost… (more)

Subjects/Keywords: Heinemann Educational Books; African writers series; African literature (English) – History and criticism; African literature – History and criticism; Publishers and publishing – History; Cultural industries; Africa – Intellectual life

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APA (6th Edition):

Ibironke, O. (2008). Between African writers and Heinemann educational publishers : the political economy of a culture industry. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:39392

Chicago Manual of Style (16th Edition):

Ibironke, Olabode. “Between African writers and Heinemann educational publishers : the political economy of a culture industry.” 2008. Doctoral Dissertation, Michigan State University. Accessed July 14, 2020. http://etd.lib.msu.edu/islandora/object/etd:39392.

MLA Handbook (7th Edition):

Ibironke, Olabode. “Between African writers and Heinemann educational publishers : the political economy of a culture industry.” 2008. Web. 14 Jul 2020.

Vancouver:

Ibironke O. Between African writers and Heinemann educational publishers : the political economy of a culture industry. [Internet] [Doctoral dissertation]. Michigan State University; 2008. [cited 2020 Jul 14]. Available from: http://etd.lib.msu.edu/islandora/object/etd:39392.

Council of Science Editors:

Ibironke O. Between African writers and Heinemann educational publishers : the political economy of a culture industry. [Doctoral Dissertation]. Michigan State University; 2008. Available from: http://etd.lib.msu.edu/islandora/object/etd:39392

25. Nelli, Debora Kay. Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis.

Degree: Doctor of Education (EdD) in Educational Leadership: Postsecondary Education, Educational Leadership and Policy, 2014, Portland State University

Educational access, achievement and opportunity for students and educators in U.S. educational institutions is influenced and often limited by gender. Although the U.S. Glass… (more)

Subjects/Keywords: Dissertations; Academic  – Sex differences  – United States; Educational leadership; Feminist criticism; Educational Leadership; Feminist, Gender, and Sexuality Studies

Educational Leadership Programs 13 Aggregated values data and low values focus 15 Gender equity… …values: Doctoral socialization 16 Gender equity values: Educational leadership programs 20… …leadership values 30 Ed.D. Dissertations as Repository Educational Leadership Values 35 Content… …limits their educational access, achievement, and opportunities in U.S. educational… …students who attend U.S. educational institutions and the educators who work within them (… 

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APA (6th Edition):

Nelli, D. K. (2014). Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/1700

Chicago Manual of Style (16th Edition):

Nelli, Debora Kay. “Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis.” 2014. Doctoral Dissertation, Portland State University. Accessed July 14, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/1700.

MLA Handbook (7th Edition):

Nelli, Debora Kay. “Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis.” 2014. Web. 14 Jul 2020.

Vancouver:

Nelli DK. Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis. [Internet] [Doctoral dissertation]. Portland State University; 2014. [cited 2020 Jul 14]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1700.

Council of Science Editors:

Nelli DK. Gender Representations in U.S. Ed.D. Dissertations: A Feminist Content Analysis. [Doctoral Dissertation]. Portland State University; 2014. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1700


University of Maine

26. Wilson, Sandip LeeAnne. Coherence and Historical understanding in children's Biography and Historical Nonfiction Literature: A Content Analysis of Selected Orbis Pictus Books.

Degree: Doctor of Education (EdD), Literacy Education, 2001, University of Maine

  The purpose of this study was to investigate a selection of children's historical nonfiction literature for evidence of coherence. Although research has been conducted… (more)

Subjects/Keywords: Children's literature; Children's literature criticism; Children's literature study and teaching; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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APA (6th Edition):

Wilson, S. L. (2001). Coherence and Historical understanding in children's Biography and Historical Nonfiction Literature: A Content Analysis of Selected Orbis Pictus Books. (Doctoral Dissertation). University of Maine. Retrieved from https://digitalcommons.library.umaine.edu/etd/492

Chicago Manual of Style (16th Edition):

Wilson, Sandip LeeAnne. “Coherence and Historical understanding in children's Biography and Historical Nonfiction Literature: A Content Analysis of Selected Orbis Pictus Books.” 2001. Doctoral Dissertation, University of Maine. Accessed July 14, 2020. https://digitalcommons.library.umaine.edu/etd/492.

MLA Handbook (7th Edition):

Wilson, Sandip LeeAnne. “Coherence and Historical understanding in children's Biography and Historical Nonfiction Literature: A Content Analysis of Selected Orbis Pictus Books.” 2001. Web. 14 Jul 2020.

Vancouver:

Wilson SL. Coherence and Historical understanding in children's Biography and Historical Nonfiction Literature: A Content Analysis of Selected Orbis Pictus Books. [Internet] [Doctoral dissertation]. University of Maine; 2001. [cited 2020 Jul 14]. Available from: https://digitalcommons.library.umaine.edu/etd/492.

Council of Science Editors:

Wilson SL. Coherence and Historical understanding in children's Biography and Historical Nonfiction Literature: A Content Analysis of Selected Orbis Pictus Books. [Doctoral Dissertation]. University of Maine; 2001. Available from: https://digitalcommons.library.umaine.edu/etd/492


University of Alberta

27. Belcher El-Nahhas, Susan M. Education as capital: a critique.

Degree: Master of Education in Sociology of Education, Department of Educational Foundations, 1981, University of Alberta

Subjects/Keywords: Schultz, Theodore W. (Theodore William), 1902-1998 – Criticism and interpretation.; Human capital.; Educational sociology.

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APA (6th Edition):

Belcher El-Nahhas, S. M. (1981). Education as capital: a critique. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/t148fk61w

Chicago Manual of Style (16th Edition):

Belcher El-Nahhas, Susan M. “Education as capital: a critique.” 1981. Masters Thesis, University of Alberta. Accessed July 14, 2020. https://era.library.ualberta.ca/files/t148fk61w.

MLA Handbook (7th Edition):

Belcher El-Nahhas, Susan M. “Education as capital: a critique.” 1981. Web. 14 Jul 2020.

Vancouver:

Belcher El-Nahhas SM. Education as capital: a critique. [Internet] [Masters thesis]. University of Alberta; 1981. [cited 2020 Jul 14]. Available from: https://era.library.ualberta.ca/files/t148fk61w.

Council of Science Editors:

Belcher El-Nahhas SM. Education as capital: a critique. [Masters Thesis]. University of Alberta; 1981. Available from: https://era.library.ualberta.ca/files/t148fk61w


California State University – San Bernardino

28. Sherman, Linda Leigh. Reader-response criticism and its implications for the teaching of writing.

Degree: MAin English Composition, English, 1982, California State University – San Bernardino

Subjects/Keywords: Rhetoric; Criticism  – Study and teaching; English language  – Rhetoric; Authorship  – Study and teaching; Educational Methods; Reading and Language

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APA (6th Edition):

Sherman, L. L. (1982). Reader-response criticism and its implications for the teaching of writing. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd-project/267

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

Chicago Manual of Style (16th Edition):

Sherman, Linda Leigh. “Reader-response criticism and its implications for the teaching of writing.” 1982. Thesis, California State University – San Bernardino. Accessed July 14, 2020. http://scholarworks.lib.csusb.edu/etd-project/267.

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

MLA Handbook (7th Edition):

Sherman, Linda Leigh. “Reader-response criticism and its implications for the teaching of writing.” 1982. Web. 14 Jul 2020.

Vancouver:

Sherman LL. Reader-response criticism and its implications for the teaching of writing. [Internet] [Thesis]. California State University – San Bernardino; 1982. [cited 2020 Jul 14]. Available from: http://scholarworks.lib.csusb.edu/etd-project/267.

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

Council of Science Editors:

Sherman LL. Reader-response criticism and its implications for the teaching of writing. [Thesis]. California State University – San Bernardino; 1982. Available from: http://scholarworks.lib.csusb.edu/etd-project/267

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


University of Vienna

29. Willebrand, Kristina Maria. Globales Lernen und (selbst)kritische Bildungstheorie.

Degree: 2010, University of Vienna

Diese Diplomarbeit beschäftigt sich mit neuen Perspektiven auf und für Bildungsdiskurse und -konzepte im „Globalen Lernen“ aus Sicht (selbst)kritischer Bildungstheorie. Im Rahmen einer kritischen Analyse… (more)

Subjects/Keywords: 80.20 Teilgebiete der Pädagogik; 80.02 Philosophie und Theorie der Pädagogik; 80.36 Erziehung und Gesellschaft; Globales Lernen / Entwicklungspolitische Bildung / Kritische Bildungstheorie / Kritik in der Pädagogik / Selbstkritik / Dialektik / Widersprüche / Bildung und Gesellschaft; global learning / development education / critical educational theory / critical pedagogy / self-criticism / education and society / dialectics

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

APA (6th Edition):

Willebrand, K. M. (2010). Globales Lernen und (selbst)kritische Bildungstheorie. (Thesis). University of Vienna. Retrieved from http://othes.univie.ac.at/11545/

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

Chicago Manual of Style (16th Edition):

Willebrand, Kristina Maria. “Globales Lernen und (selbst)kritische Bildungstheorie.” 2010. Thesis, University of Vienna. Accessed July 14, 2020. http://othes.univie.ac.at/11545/.

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

MLA Handbook (7th Edition):

Willebrand, Kristina Maria. “Globales Lernen und (selbst)kritische Bildungstheorie.” 2010. Web. 14 Jul 2020.

Vancouver:

Willebrand KM. Globales Lernen und (selbst)kritische Bildungstheorie. [Internet] [Thesis]. University of Vienna; 2010. [cited 2020 Jul 14]. Available from: http://othes.univie.ac.at/11545/.

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

Council of Science Editors:

Willebrand KM. Globales Lernen und (selbst)kritische Bildungstheorie. [Thesis]. University of Vienna; 2010. Available from: http://othes.univie.ac.at/11545/

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


University of Central Florida

30. Thompson, Kelvin. Constructing Educational Criticism Of Online Courses: A Model For Implementation By Practitioners.

Degree: 2005, University of Central Florida

 Online courses are complex, human-driven contexts for formal learning. Little has been said about the environment emerging from the interaction of instructor(s), learners, and other… (more)

Subjects/Keywords: educational criticism; qualitative research case study; online learning; distance learning; instructional technology; instructional experience; Curriculum and Instruction; Education

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

APA (6th Edition):

Thompson, K. (2005). Constructing Educational Criticism Of Online Courses: A Model For Implementation By Practitioners. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/509

Chicago Manual of Style (16th Edition):

Thompson, Kelvin. “Constructing Educational Criticism Of Online Courses: A Model For Implementation By Practitioners.” 2005. Doctoral Dissertation, University of Central Florida. Accessed July 14, 2020. https://stars.library.ucf.edu/etd/509.

MLA Handbook (7th Edition):

Thompson, Kelvin. “Constructing Educational Criticism Of Online Courses: A Model For Implementation By Practitioners.” 2005. Web. 14 Jul 2020.

Vancouver:

Thompson K. Constructing Educational Criticism Of Online Courses: A Model For Implementation By Practitioners. [Internet] [Doctoral dissertation]. University of Central Florida; 2005. [cited 2020 Jul 14]. Available from: https://stars.library.ucf.edu/etd/509.

Council of Science Editors:

Thompson K. Constructing Educational Criticism Of Online Courses: A Model For Implementation By Practitioners. [Doctoral Dissertation]. University of Central Florida; 2005. Available from: https://stars.library.ucf.edu/etd/509

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