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You searched for subject:(Experiential pedagogy). Showing records 1 – 30 of 53 total matches.

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University of Melbourne

1. Smith, Ross T. Phenomenology and experiential learning as an approach to teaching studio in architecture.

Degree: 2014, University of Melbourne

 This thesis proposes an approach to teaching design Studio in architecture which is phenomenological in theory, experiential in practice, constructivist in pedagogy, and phenomenographic in… (more)

Subjects/Keywords: architecture; phenomenology; pedagogy; experiential learning; design studio

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APA (6th Edition):

Smith, R. T. (2014). Phenomenology and experiential learning as an approach to teaching studio in architecture. (Doctoral Dissertation). University of Melbourne. Retrieved from http://hdl.handle.net/11343/39736

Chicago Manual of Style (16th Edition):

Smith, Ross T. “Phenomenology and experiential learning as an approach to teaching studio in architecture.” 2014. Doctoral Dissertation, University of Melbourne. Accessed March 05, 2021. http://hdl.handle.net/11343/39736.

MLA Handbook (7th Edition):

Smith, Ross T. “Phenomenology and experiential learning as an approach to teaching studio in architecture.” 2014. Web. 05 Mar 2021.

Vancouver:

Smith RT. Phenomenology and experiential learning as an approach to teaching studio in architecture. [Internet] [Doctoral dissertation]. University of Melbourne; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11343/39736.

Council of Science Editors:

Smith RT. Phenomenology and experiential learning as an approach to teaching studio in architecture. [Doctoral Dissertation]. University of Melbourne; 2014. Available from: http://hdl.handle.net/11343/39736


Boston College

2. Gilbert, Melissa Kesler. Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings.

Degree: PhD, Sociology, 2010, Boston College

 Service-learning is an experiential form of education that moves students outside of the walls of academe to meet community-identified needs through the application and renegotiation… (more)

Subjects/Keywords: Community Engagement; Community Partnerships; Critical Pedagogy; Experiential Learning; Feminist Pedagogy; Service-Learning

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APA (6th Edition):

Gilbert, M. K. (2010). Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101774

Chicago Manual of Style (16th Edition):

Gilbert, Melissa Kesler. “Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings.” 2010. Doctoral Dissertation, Boston College. Accessed March 05, 2021. http://dlib.bc.edu/islandora/object/bc-ir:101774.

MLA Handbook (7th Edition):

Gilbert, Melissa Kesler. “Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings.” 2010. Web. 05 Mar 2021.

Vancouver:

Gilbert MK. Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings. [Internet] [Doctoral dissertation]. Boston College; 2010. [cited 2021 Mar 05]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101774.

Council of Science Editors:

Gilbert MK. Educated In Agency: A Feminist Service-Learning Pedagogy for Community Border Crossings. [Doctoral Dissertation]. Boston College; 2010. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101774


Royal Roads University

3. Gooderham, Walter Bradley. Integrated instructional programming models for development of 21st century education core competencies .

Degree: 2015, Royal Roads University

 This study modified the Assessment & Teaching of 21st-century Skills<sup>TM</sup> Knowledge Building Analytic Framework survey to compare secondary-level integrated outdoor, experiential, and ecological education (OE3)… (more)

Subjects/Keywords: 21st-century education; curriculum; environmental education; experiential education; integrated semester; pedagogy

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APA (6th Edition):

Gooderham, W. B. (2015). Integrated instructional programming models for development of 21st century education core competencies . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/789

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):

Gooderham, Walter Bradley. “Integrated instructional programming models for development of 21st century education core competencies .” 2015. Thesis, Royal Roads University. Accessed March 05, 2021. http://hdl.handle.net/10170/789.

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

MLA Handbook (7th Edition):

Gooderham, Walter Bradley. “Integrated instructional programming models for development of 21st century education core competencies .” 2015. Web. 05 Mar 2021.

Vancouver:

Gooderham WB. Integrated instructional programming models for development of 21st century education core competencies . [Internet] [Thesis]. Royal Roads University; 2015. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10170/789.

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

Council of Science Editors:

Gooderham WB. Integrated instructional programming models for development of 21st century education core competencies . [Thesis]. Royal Roads University; 2015. Available from: http://hdl.handle.net/10170/789

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


Jönköping University

4. Babu, Aiswarya Ramesh. Sometimes We Win, Sometimes We Learn-Project Manager’s Learning from Project Failures.

Degree: Business Administration, 2016, Jönköping University

  Project failures are a reality that most project managers face several times in their careers, but even more significant than the failure itself, is… (more)

Subjects/Keywords: Learning; Pedagogy; Project Management; Project failures; Kolb's Experiential learning theory

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APA (6th Edition):

Babu, A. R. (2016). Sometimes We Win, Sometimes We Learn-Project Manager’s Learning from Project Failures. (Thesis). Jönköping University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-31121

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):

Babu, Aiswarya Ramesh. “Sometimes We Win, Sometimes We Learn-Project Manager’s Learning from Project Failures.” 2016. Thesis, Jönköping University. Accessed March 05, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-31121.

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

MLA Handbook (7th Edition):

Babu, Aiswarya Ramesh. “Sometimes We Win, Sometimes We Learn-Project Manager’s Learning from Project Failures.” 2016. Web. 05 Mar 2021.

Vancouver:

Babu AR. Sometimes We Win, Sometimes We Learn-Project Manager’s Learning from Project Failures. [Internet] [Thesis]. Jönköping University; 2016. [cited 2021 Mar 05]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-31121.

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

Council of Science Editors:

Babu AR. Sometimes We Win, Sometimes We Learn-Project Manager’s Learning from Project Failures. [Thesis]. Jönköping University; 2016. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-31121

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


Texas Tech University

5. Klein, Charles H. The phenomenon of combinning service learning and study abroad: A qualitative inquiry.

Degree: Agricultural Education Communications, 2012, Texas Tech University

 Service-learning is a form of experiential learning that incorporates rigorous academic curricula, valuable community serve, and critical reflection in order to enhance the learning process… (more)

Subjects/Keywords: Service learning; Foreign study; Experiential learning; Critical pedagogy; Transformative learning

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APA (6th Edition):

Klein, C. H. (2012). The phenomenon of combinning service learning and study abroad: A qualitative inquiry. (Thesis). Texas Tech University. Retrieved from http://hdl.handle.net/2346/45248

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):

Klein, Charles H. “The phenomenon of combinning service learning and study abroad: A qualitative inquiry.” 2012. Thesis, Texas Tech University. Accessed March 05, 2021. http://hdl.handle.net/2346/45248.

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

MLA Handbook (7th Edition):

Klein, Charles H. “The phenomenon of combinning service learning and study abroad: A qualitative inquiry.” 2012. Web. 05 Mar 2021.

Vancouver:

Klein CH. The phenomenon of combinning service learning and study abroad: A qualitative inquiry. [Internet] [Thesis]. Texas Tech University; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2346/45248.

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

Council of Science Editors:

Klein CH. The phenomenon of combinning service learning and study abroad: A qualitative inquiry. [Thesis]. Texas Tech University; 2012. Available from: http://hdl.handle.net/2346/45248

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


Queens University

6. Fizzell, Kathryn. From the Teacher's Perspective: The Complex Nature of Facilitating Volunteer Abroad Programs in Ontario Secondary Schools .

Degree: Global Development Studies, 2012, Queens University

 The following study has been designed to address gaps in the volunteer abroad literature with respect to this growing phenomenon within Ontario’s secondary school system.… (more)

Subjects/Keywords: experiential ; pedagogy ; volunteer ; global ; citizenship ; abroad ; education ; development

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APA (6th Edition):

Fizzell, K. (2012). From the Teacher's Perspective: The Complex Nature of Facilitating Volunteer Abroad Programs in Ontario Secondary Schools . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/6979

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):

Fizzell, Kathryn. “From the Teacher's Perspective: The Complex Nature of Facilitating Volunteer Abroad Programs in Ontario Secondary Schools .” 2012. Thesis, Queens University. Accessed March 05, 2021. http://hdl.handle.net/1974/6979.

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

MLA Handbook (7th Edition):

Fizzell, Kathryn. “From the Teacher's Perspective: The Complex Nature of Facilitating Volunteer Abroad Programs in Ontario Secondary Schools .” 2012. Web. 05 Mar 2021.

Vancouver:

Fizzell K. From the Teacher's Perspective: The Complex Nature of Facilitating Volunteer Abroad Programs in Ontario Secondary Schools . [Internet] [Thesis]. Queens University; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1974/6979.

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

Council of Science Editors:

Fizzell K. From the Teacher's Perspective: The Complex Nature of Facilitating Volunteer Abroad Programs in Ontario Secondary Schools . [Thesis]. Queens University; 2012. Available from: http://hdl.handle.net/1974/6979

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


University of Minnesota

7. Frank, Danny. Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education.

Degree: D.Ed., Education, Curriculum and Instruction, 2017, University of Minnesota

 Recent literature in Outdoor Education has promoted a more comprehensive and integrated approach to curriculum and pedagogy in the field, incorporating social and ecological justice,… (more)

Subjects/Keywords: Adventure Education; Eco-pedagogy; Experiential Education; Outdoor Education; Social Justice; Socioecological Education

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APA (6th Edition):

Frank, D. (2017). Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/190434

Chicago Manual of Style (16th Edition):

Frank, Danny. “Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education.” 2017. Doctoral Dissertation, University of Minnesota. Accessed March 05, 2021. http://hdl.handle.net/11299/190434.

MLA Handbook (7th Edition):

Frank, Danny. “Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education.” 2017. Web. 05 Mar 2021.

Vancouver:

Frank D. Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education. [Internet] [Doctoral dissertation]. University of Minnesota; 2017. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11299/190434.

Council of Science Editors:

Frank D. Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education. [Doctoral Dissertation]. University of Minnesota; 2017. Available from: http://hdl.handle.net/11299/190434


University of Georgia

8. Estes, Michele Dawn. The adoption and discontinuance of service-learning pedagogy.

Degree: 2014, University of Georgia

 The purposes of this study were to contribute to what is known about the innovation-decision process, to investigate faculty perceptions of scholarship in relation to… (more)

Subjects/Keywords: Innovation; Decision; Adoption; Discontinuance; Pedagogy; Faculty; Higher Education; Scholarship; Experiential Learning; Service-Learning

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APA (6th Edition):

Estes, M. D. (2014). The adoption and discontinuance of service-learning pedagogy. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/24888

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):

Estes, Michele Dawn. “The adoption and discontinuance of service-learning pedagogy.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/24888.

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

MLA Handbook (7th Edition):

Estes, Michele Dawn. “The adoption and discontinuance of service-learning pedagogy.” 2014. Web. 05 Mar 2021.

Vancouver:

Estes MD. The adoption and discontinuance of service-learning pedagogy. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/24888.

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

Council of Science Editors:

Estes MD. The adoption and discontinuance of service-learning pedagogy. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/24888

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


University of Georgia

9. Nowicki, Angela Nicole. Racial standpoint and learning.

Degree: 2014, University of Georgia

 This qualitative research study sought to understand the ways in which student racial standpoint influences the skills and concepts which they report to have learned… (more)

Subjects/Keywords: Standpoint; Standpoint Theory; Race; Interracial Communication; Service-learning; Pedagogy; Experiential Learning Theory

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APA (6th Edition):

Nowicki, A. N. (2014). Racial standpoint and learning. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25593

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):

Nowicki, Angela Nicole. “Racial standpoint and learning.” 2014. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/25593.

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

MLA Handbook (7th Edition):

Nowicki, Angela Nicole. “Racial standpoint and learning.” 2014. Web. 05 Mar 2021.

Vancouver:

Nowicki AN. Racial standpoint and learning. [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/25593.

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

Council of Science Editors:

Nowicki AN. Racial standpoint and learning. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25593

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


UCLA

10. Roller, Kathleen Marie. Pre-Service Teachers and Study Abroad: A Reflective, Experiential Sojourn to Increase Intercultural Competence and Translate the Experience into Culturally Relevant Pedagogy.

Degree: Education, 2012, UCLA

 This study used a randomized experimental, mixed methods approach to examine whether a stand-apart course curriculum based on experiential learning theory, Developmental Model of Intercultural… (more)

Subjects/Keywords: Teacher education; Pedagogy; Higher education; Culturally Relevant Pedagogy; Experiential; IDI; Intercultural Competence; Study Abroad; Teacher Education

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APA (6th Edition):

Roller, K. M. (2012). Pre-Service Teachers and Study Abroad: A Reflective, Experiential Sojourn to Increase Intercultural Competence and Translate the Experience into Culturally Relevant Pedagogy. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/7bn5s8n7

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):

Roller, Kathleen Marie. “Pre-Service Teachers and Study Abroad: A Reflective, Experiential Sojourn to Increase Intercultural Competence and Translate the Experience into Culturally Relevant Pedagogy.” 2012. Thesis, UCLA. Accessed March 05, 2021. http://www.escholarship.org/uc/item/7bn5s8n7.

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

MLA Handbook (7th Edition):

Roller, Kathleen Marie. “Pre-Service Teachers and Study Abroad: A Reflective, Experiential Sojourn to Increase Intercultural Competence and Translate the Experience into Culturally Relevant Pedagogy.” 2012. Web. 05 Mar 2021.

Vancouver:

Roller KM. Pre-Service Teachers and Study Abroad: A Reflective, Experiential Sojourn to Increase Intercultural Competence and Translate the Experience into Culturally Relevant Pedagogy. [Internet] [Thesis]. UCLA; 2012. [cited 2021 Mar 05]. Available from: http://www.escholarship.org/uc/item/7bn5s8n7.

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

Council of Science Editors:

Roller KM. Pre-Service Teachers and Study Abroad: A Reflective, Experiential Sojourn to Increase Intercultural Competence and Translate the Experience into Culturally Relevant Pedagogy. [Thesis]. UCLA; 2012. Available from: http://www.escholarship.org/uc/item/7bn5s8n7

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


University of South Africa

11. Sithole, Burman Musa. A curriculum for vocational business subjects in Botswana junior secondary schools .

Degree: 2012, University of South Africa

 The aim of this research was to examine the extent to which the pedagogical practices of Business Studies teachers in Botswana junior secondary schools conform… (more)

Subjects/Keywords: Business education; Constructivism; Curriculum; Entrepreneurial pedagogy; Experiential learning; Junior secondary school; Kinaesthetic learning; Mini enterprise; Pedagogy; Teacher-centred pedagogy; Traditional teaching; Vocational education

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APA (6th Edition):

Sithole, B. M. (2012). A curriculum for vocational business subjects in Botswana junior secondary schools . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/7045

Chicago Manual of Style (16th Edition):

Sithole, Burman Musa. “A curriculum for vocational business subjects in Botswana junior secondary schools .” 2012. Doctoral Dissertation, University of South Africa. Accessed March 05, 2021. http://hdl.handle.net/10500/7045.

MLA Handbook (7th Edition):

Sithole, Burman Musa. “A curriculum for vocational business subjects in Botswana junior secondary schools .” 2012. Web. 05 Mar 2021.

Vancouver:

Sithole BM. A curriculum for vocational business subjects in Botswana junior secondary schools . [Internet] [Doctoral dissertation]. University of South Africa; 2012. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10500/7045.

Council of Science Editors:

Sithole BM. A curriculum for vocational business subjects in Botswana junior secondary schools . [Doctoral Dissertation]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/7045


Rochester Institute of Technology

12. Matychak, Xanthe. Dishsoap for clean water: how the design of everyday objects can promote happiness.

Degree: School of Design (CIAS), 2007, Rochester Institute of Technology

 This project began with the question: What keeps us from achieving sustainable happiness, happiness for ourselves and future generations? I have chosen to focus on… (more)

Subjects/Keywords: Consumer preferences; Environmental values; Experiential pedagogy; Semiotics; Sustainable happiness

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APA (6th Edition):

Matychak, X. (2007). Dishsoap for clean water: how the design of everyday objects can promote happiness. (Thesis). Rochester Institute of Technology. Retrieved from https://scholarworks.rit.edu/theses/6228

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):

Matychak, Xanthe. “Dishsoap for clean water: how the design of everyday objects can promote happiness.” 2007. Thesis, Rochester Institute of Technology. Accessed March 05, 2021. https://scholarworks.rit.edu/theses/6228.

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

MLA Handbook (7th Edition):

Matychak, Xanthe. “Dishsoap for clean water: how the design of everyday objects can promote happiness.” 2007. Web. 05 Mar 2021.

Vancouver:

Matychak X. Dishsoap for clean water: how the design of everyday objects can promote happiness. [Internet] [Thesis]. Rochester Institute of Technology; 2007. [cited 2021 Mar 05]. Available from: https://scholarworks.rit.edu/theses/6228.

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

Council of Science Editors:

Matychak X. Dishsoap for clean water: how the design of everyday objects can promote happiness. [Thesis]. Rochester Institute of Technology; 2007. Available from: https://scholarworks.rit.edu/theses/6228

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


Universidade do Estado do Rio de Janeiro

13. Maria Auxiliadora da Silva. Percepção sobre a disciplina Prática Contábil no curso de graduação em Ciências Contábeis: um estudo de caso com discentes de uma IFES.

Degree: Master, 2010, Universidade do Estado do Rio de Janeiro

O objetivo desta pesquisa exploratória é analisar, sob a ótica da pedagogia experiencial, a disciplina Prática Contábil, inserida na matriz curricular dos cursos de graduação… (more)

Subjects/Keywords: Pedagogia experiencial; Laboratório de Contabilidade; Ensino da Contabilidade; Profissionalização; Experiential pedagogy; Accounting Laboratory; Accounting Education; Professionalization; CIENCIAS CONTABEIS

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APA (6th Edition):

Silva, M. A. d. (2010). Percepção sobre a disciplina Prática Contábil no curso de graduação em Ciências Contábeis: um estudo de caso com discentes de uma IFES. (Masters Thesis). Universidade do Estado do Rio de Janeiro. Retrieved from http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6167 ;

Chicago Manual of Style (16th Edition):

Silva, Maria Auxiliadora da. “Percepção sobre a disciplina Prática Contábil no curso de graduação em Ciências Contábeis: um estudo de caso com discentes de uma IFES.” 2010. Masters Thesis, Universidade do Estado do Rio de Janeiro. Accessed March 05, 2021. http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6167 ;.

MLA Handbook (7th Edition):

Silva, Maria Auxiliadora da. “Percepção sobre a disciplina Prática Contábil no curso de graduação em Ciências Contábeis: um estudo de caso com discentes de uma IFES.” 2010. Web. 05 Mar 2021.

Vancouver:

Silva MAd. Percepção sobre a disciplina Prática Contábil no curso de graduação em Ciências Contábeis: um estudo de caso com discentes de uma IFES. [Internet] [Masters thesis]. Universidade do Estado do Rio de Janeiro; 2010. [cited 2021 Mar 05]. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6167 ;.

Council of Science Editors:

Silva MAd. Percepção sobre a disciplina Prática Contábil no curso de graduação em Ciências Contábeis: um estudo de caso com discentes de uma IFES. [Masters Thesis]. Universidade do Estado do Rio de Janeiro; 2010. Available from: http://www.bdtd.uerj.br/tde_busca/arquivo.php?codArquivo=6167 ;


University of the Western Cape

14. Mukoroli, Joseph Namutungika. An investigation of academic writing at the University of Namibia : engendering an experiential, meaningful and critical pedagogy for English for academic purposes .

Degree: 2016, University of the Western Cape

 The study aims to investigate academic writing at the University of Namibia and intends to explore whether a critical, meaningful and experiential pedagogy in EAP… (more)

Subjects/Keywords: English for academic purposes; Academic writing; Identity; Critical pedagogy; Critical thinking; Experiential learning; University of Namibia

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APA (6th Edition):

Mukoroli, J. N. (2016). An investigation of academic writing at the University of Namibia : engendering an experiential, meaningful and critical pedagogy for English for academic purposes . (Thesis). University of the Western Cape. Retrieved from http://hdl.handle.net/11394/5458

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):

Mukoroli, Joseph Namutungika. “An investigation of academic writing at the University of Namibia : engendering an experiential, meaningful and critical pedagogy for English for academic purposes .” 2016. Thesis, University of the Western Cape. Accessed March 05, 2021. http://hdl.handle.net/11394/5458.

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

MLA Handbook (7th Edition):

Mukoroli, Joseph Namutungika. “An investigation of academic writing at the University of Namibia : engendering an experiential, meaningful and critical pedagogy for English for academic purposes .” 2016. Web. 05 Mar 2021.

Vancouver:

Mukoroli JN. An investigation of academic writing at the University of Namibia : engendering an experiential, meaningful and critical pedagogy for English for academic purposes . [Internet] [Thesis]. University of the Western Cape; 2016. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/11394/5458.

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

Council of Science Editors:

Mukoroli JN. An investigation of academic writing at the University of Namibia : engendering an experiential, meaningful and critical pedagogy for English for academic purposes . [Thesis]. University of the Western Cape; 2016. Available from: http://hdl.handle.net/11394/5458

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


Washington State University

15. [No author]. Place-Based Education at the River Valley Outdoor Learning Center .

Degree: 2013, Washington State University

 The purpose of this qualitative collective case study was to explore how two fifth grade and two sixth grade River Valley School District* students experienced… (more)

Subjects/Keywords: Education; Sustainability; Pedagogy; "Enviornmental Education"; "Experiential Education"; "Interdisciplinary Education"; NCLB; "Place-based Education"; "Student Health and Wellness"

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

APA (6th Edition):

author], [. (2013). Place-Based Education at the River Valley Outdoor Learning Center . (Thesis). Washington State University. Retrieved from http://hdl.handle.net/2376/5032

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):

author], [No. “Place-Based Education at the River Valley Outdoor Learning Center .” 2013. Thesis, Washington State University. Accessed March 05, 2021. http://hdl.handle.net/2376/5032.

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

MLA Handbook (7th Edition):

author], [No. “Place-Based Education at the River Valley Outdoor Learning Center .” 2013. Web. 05 Mar 2021.

Vancouver:

author] [. Place-Based Education at the River Valley Outdoor Learning Center . [Internet] [Thesis]. Washington State University; 2013. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2376/5032.

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

Council of Science Editors:

author] [. Place-Based Education at the River Valley Outdoor Learning Center . [Thesis]. Washington State University; 2013. Available from: http://hdl.handle.net/2376/5032

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


Halmstad University

16. Bengtsson, Filippa; Fagerström, Angelica. Förutsättningar för kompetensutveckling ur ett medarbetarperspektiv : En kvalitativ studie på en kommunal kostenhet.

Degree: Health and Welfare, 2017, Halmstad University

Studien handlar om att utifrån ett hälsofrämjande perspektiv studera arbetsplatslärande på en kommunal kostenhet i Sverige. Syfte: Syftet var att utifrån ett hälsofrämjande perspektiv… (more)

Subjects/Keywords: Health Education; Workplace Learning; Experiential Learning; Health Promotion; Social Relationships; Hälsopedagogik; Arbetsplatslärande; Erfarenhetsbaserat lärande; Hälsofrämjande; Sociala relationer; Pedagogy; Pedagogik

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APA (6th Edition):

Bengtsson, Filippa; Fagerström, A. (2017). Förutsättningar för kompetensutveckling ur ett medarbetarperspektiv : En kvalitativ studie på en kommunal kostenhet. (Thesis). Halmstad University. Retrieved from http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35244

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):

Bengtsson, Filippa; Fagerström, Angelica. “Förutsättningar för kompetensutveckling ur ett medarbetarperspektiv : En kvalitativ studie på en kommunal kostenhet.” 2017. Thesis, Halmstad University. Accessed March 05, 2021. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35244.

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

MLA Handbook (7th Edition):

Bengtsson, Filippa; Fagerström, Angelica. “Förutsättningar för kompetensutveckling ur ett medarbetarperspektiv : En kvalitativ studie på en kommunal kostenhet.” 2017. Web. 05 Mar 2021.

Vancouver:

Bengtsson, Filippa; Fagerström A. Förutsättningar för kompetensutveckling ur ett medarbetarperspektiv : En kvalitativ studie på en kommunal kostenhet. [Internet] [Thesis]. Halmstad University; 2017. [cited 2021 Mar 05]. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35244.

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

Council of Science Editors:

Bengtsson, Filippa; Fagerström A. Förutsättningar för kompetensutveckling ur ett medarbetarperspektiv : En kvalitativ studie på en kommunal kostenhet. [Thesis]. Halmstad University; 2017. Available from: http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-35244

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


University of South Africa

17. Bettman, Maria Catharina. Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa .

Degree: 2020, University of South Africa

 The South African school curriculum recognises the vital importance of life skills acquisition through the learning area, Life Orientation (referred to in the primary school… (more)

Subjects/Keywords: Augusto Boal; Forum theatre; Performative pedagogy; Performative inquiry; Experiential learning; Primary school learners; Life orientation; Life skills

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

APA (6th Edition):

Bettman, M. C. (2020). Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/26761

Chicago Manual of Style (16th Edition):

Bettman, Maria Catharina. “Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa .” 2020. Doctoral Dissertation, University of South Africa. Accessed March 05, 2021. http://hdl.handle.net/10500/26761.

MLA Handbook (7th Edition):

Bettman, Maria Catharina. “Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa .” 2020. Web. 05 Mar 2021.

Vancouver:

Bettman MC. Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa . [Internet] [Doctoral dissertation]. University of South Africa; 2020. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10500/26761.

Council of Science Editors:

Bettman MC. Forum theatre as performative pedagogy in the teaching and learning of life orientation in primary schools in South Africa . [Doctoral Dissertation]. University of South Africa; 2020. Available from: http://hdl.handle.net/10500/26761


Michigan Technological University

18. Cassell, Kevin R. A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION.

Degree: PhD, Department of Humanities, 2014, Michigan Technological University

  My dissertation emphasizes a cognitive account of multimodality that explicitly integrates experiential knowledge work into the rhetorical pedagogy that informs so many composition and… (more)

Subjects/Keywords: applied learning; composition pedagogy; experiential learning; multimodality; project-based learning; writing studies; Communication; Rhetoric; Social and Philosophical Foundations of Education

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APA (6th Edition):

Cassell, K. R. (2014). A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION. (Doctoral Dissertation). Michigan Technological University. Retrieved from https://digitalcommons.mtu.edu/etds/810

Chicago Manual of Style (16th Edition):

Cassell, Kevin R. “A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION.” 2014. Doctoral Dissertation, Michigan Technological University. Accessed March 05, 2021. https://digitalcommons.mtu.edu/etds/810.

MLA Handbook (7th Edition):

Cassell, Kevin R. “A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION.” 2014. Web. 05 Mar 2021.

Vancouver:

Cassell KR. A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION. [Internet] [Doctoral dissertation]. Michigan Technological University; 2014. [cited 2021 Mar 05]. Available from: https://digitalcommons.mtu.edu/etds/810.

Council of Science Editors:

Cassell KR. A PHENOMENOLOGY OF MIMETIC LEARNING AND MULTIMODAL COGNITION: INTEGRATING EXPERIENTIAL KNOWLEDGE INTO PROGRAMS IN RHETORIC, COMPOSITION, AND TECHNICAL COMMUNICATION. [Doctoral Dissertation]. Michigan Technological University; 2014. Available from: https://digitalcommons.mtu.edu/etds/810


University of Maryland

19. Warheit, Emily Jane. THEATRE PRODUCTION AS EXPERIENTIAL LEARNING: THE SUMMER MUSICAL PROGRAM AT THE SITAR CENTER FOR ARTS EDUCATION.

Degree: Theatre, 2011, University of Maryland

 Recent scholarship on educational theatre has tended to focus on process-oriented drama and on programs that deal with participant's personal identity. These programs have become… (more)

Subjects/Keywords: Performing Arts education; Theater; Pedagogy; Experiential Learning; Musical Theatre; Public Performance; Safe Space; Theatre Education; Washington, DC

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APA (6th Edition):

Warheit, E. J. (2011). THEATRE PRODUCTION AS EXPERIENTIAL LEARNING: THE SUMMER MUSICAL PROGRAM AT THE SITAR CENTER FOR ARTS EDUCATION. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/11774

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):

Warheit, Emily Jane. “THEATRE PRODUCTION AS EXPERIENTIAL LEARNING: THE SUMMER MUSICAL PROGRAM AT THE SITAR CENTER FOR ARTS EDUCATION.” 2011. Thesis, University of Maryland. Accessed March 05, 2021. http://hdl.handle.net/1903/11774.

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

MLA Handbook (7th Edition):

Warheit, Emily Jane. “THEATRE PRODUCTION AS EXPERIENTIAL LEARNING: THE SUMMER MUSICAL PROGRAM AT THE SITAR CENTER FOR ARTS EDUCATION.” 2011. Web. 05 Mar 2021.

Vancouver:

Warheit EJ. THEATRE PRODUCTION AS EXPERIENTIAL LEARNING: THE SUMMER MUSICAL PROGRAM AT THE SITAR CENTER FOR ARTS EDUCATION. [Internet] [Thesis]. University of Maryland; 2011. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/1903/11774.

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

Council of Science Editors:

Warheit EJ. THEATRE PRODUCTION AS EXPERIENTIAL LEARNING: THE SUMMER MUSICAL PROGRAM AT THE SITAR CENTER FOR ARTS EDUCATION. [Thesis]. University of Maryland; 2011. Available from: http://hdl.handle.net/1903/11774

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


Miami University

20. Waldrop, Kelly. Are We Really Doing This?Performativity, Pragmatism, and Experiential Learning in the Business Writing Classroom.

Degree: PhD, Educational Leadership, 2014, Miami University

 This case study dissertation uses the tenets of pragmatism as defined by Cherryholmes (1999) to examine student writing in a business writing course wherein the… (more)

Subjects/Keywords: Business Education; Curriculum Development; Education; Educational Theory; Higher Education; Pedagogy; case study; experiential learning; business writing; performativity; curriculum; pragmatism

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APA (6th Edition):

Waldrop, K. (2014). Are We Really Doing This?Performativity, Pragmatism, and Experiential Learning in the Business Writing Classroom. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1406805136

Chicago Manual of Style (16th Edition):

Waldrop, Kelly. “Are We Really Doing This?Performativity, Pragmatism, and Experiential Learning in the Business Writing Classroom.” 2014. Doctoral Dissertation, Miami University. Accessed March 05, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=miami1406805136.

MLA Handbook (7th Edition):

Waldrop, Kelly. “Are We Really Doing This?Performativity, Pragmatism, and Experiential Learning in the Business Writing Classroom.” 2014. Web. 05 Mar 2021.

Vancouver:

Waldrop K. Are We Really Doing This?Performativity, Pragmatism, and Experiential Learning in the Business Writing Classroom. [Internet] [Doctoral dissertation]. Miami University; 2014. [cited 2021 Mar 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406805136.

Council of Science Editors:

Waldrop K. Are We Really Doing This?Performativity, Pragmatism, and Experiential Learning in the Business Writing Classroom. [Doctoral Dissertation]. Miami University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1406805136


University of South Africa

21. Ganyata, Obert. Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy .

Degree: 2020, University of South Africa

 This study focuses on the teaching of Indigenous African Music (IAM) in Zimbabwean primary schools, and proposes a new Experiential Open Class Pedagogy relevant to… (more)

Subjects/Keywords: African music; Indigenous; Zimbabwean; Primary schools; Pedagogy; Experiential Open Class; School curriculum; Oral tradition; Teaching model; Multiculturalism

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

APA (6th Edition):

Ganyata, O. (2020). Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy . (Doctoral Dissertation). University of South Africa. Retrieved from http://hdl.handle.net/10500/27037

Chicago Manual of Style (16th Edition):

Ganyata, Obert. “Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy .” 2020. Doctoral Dissertation, University of South Africa. Accessed March 05, 2021. http://hdl.handle.net/10500/27037.

MLA Handbook (7th Edition):

Ganyata, Obert. “Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy .” 2020. Web. 05 Mar 2021.

Vancouver:

Ganyata O. Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy . [Internet] [Doctoral dissertation]. University of South Africa; 2020. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10500/27037.

Council of Science Editors:

Ganyata O. Indigenous African music and multiculturalism in Zimbabwean primary schools : toward an experiential open class pedagogy . [Doctoral Dissertation]. University of South Africa; 2020. Available from: http://hdl.handle.net/10500/27037


Northeastern University

22. Trammell, Randell Eugene. High school students' civic knowledge and sense of civic identity: a quasi-experimental study of the impact of experiential civic learning.

Degree: EdD, School of Education, 2014, Northeastern University

 This study reviewed both current and historical literature in an effort to define experiential learning both generally and specifically in the context of civic education,… (more)

Subjects/Keywords: civics education; experiential civic education; experiential learning; pedagogy; YMCA Youth in Government; youth civic engagement; Education; Educational Methods; Civics; Study and teaching (Secondary); Citizenship; Study and teaching (Secondary); Experiential learning; High school teaching; High school students; Young volunteers; Youth; Political activity

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

APA (6th Edition):

Trammell, R. E. (2014). High school students' civic knowledge and sense of civic identity: a quasi-experimental study of the impact of experiential civic learning. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20128420

Chicago Manual of Style (16th Edition):

Trammell, Randell Eugene. “High school students' civic knowledge and sense of civic identity: a quasi-experimental study of the impact of experiential civic learning.” 2014. Doctoral Dissertation, Northeastern University. Accessed March 05, 2021. http://hdl.handle.net/2047/d20128420.

MLA Handbook (7th Edition):

Trammell, Randell Eugene. “High school students' civic knowledge and sense of civic identity: a quasi-experimental study of the impact of experiential civic learning.” 2014. Web. 05 Mar 2021.

Vancouver:

Trammell RE. High school students' civic knowledge and sense of civic identity: a quasi-experimental study of the impact of experiential civic learning. [Internet] [Doctoral dissertation]. Northeastern University; 2014. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/2047/d20128420.

Council of Science Editors:

Trammell RE. High school students' civic knowledge and sense of civic identity: a quasi-experimental study of the impact of experiential civic learning. [Doctoral Dissertation]. Northeastern University; 2014. Available from: http://hdl.handle.net/2047/d20128420


University of Georgia

23. Anderson, John Cole. Gray hair matters.

Degree: 2017, University of Georgia

 Design professionals with substantial practice experience have usually amassed a wealth of acquired knowledge and lessons learned over their career. And they have the gray… (more)

Subjects/Keywords: Design; design pedagogy; critical pedagogy; landscape architecture; reflective practice; experiential learning; problem based learning; non-career teachers; adjunct; professor of practice; teacher training; studio

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

APA (6th Edition):

Anderson, J. C. (2017). Gray hair matters. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36590

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, John Cole. “Gray hair matters.” 2017. Thesis, University of Georgia. Accessed March 05, 2021. http://hdl.handle.net/10724/36590.

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

MLA Handbook (7th Edition):

Anderson, John Cole. “Gray hair matters.” 2017. Web. 05 Mar 2021.

Vancouver:

Anderson JC. Gray hair matters. [Internet] [Thesis]. University of Georgia; 2017. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10724/36590.

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

Council of Science Editors:

Anderson JC. Gray hair matters. [Thesis]. University of Georgia; 2017. Available from: http://hdl.handle.net/10724/36590

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


Durban University of Technology

24. Kalala, Frank Bisaba. Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme.

Degree: 2018, Durban University of Technology

Submitted in fulfillment of the requirements for the Masters of Applied Arts: Graphic Design, Durban University of Technology, Durban, South Africa, 2018.

This research case… (more)

Subjects/Keywords: Work-integrated learning; Learning theory; Pedagogy; Practitioner research; Experiential learning – South Africa; Career development – South Africa; College students – Training of – South Africa; Education, Higher – South Africa; Critical pedagogy

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APA (6th Edition):

Kalala, F. B. (2018). Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme. (Thesis). Durban University of Technology. Retrieved from http://hdl.handle.net/10321/3480

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):

Kalala, Frank Bisaba. “Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme.” 2018. Thesis, Durban University of Technology. Accessed March 05, 2021. http://hdl.handle.net/10321/3480.

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

MLA Handbook (7th Edition):

Kalala, Frank Bisaba. “Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme.” 2018. Web. 05 Mar 2021.

Vancouver:

Kalala FB. Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme. [Internet] [Thesis]. Durban University of Technology; 2018. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10321/3480.

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

Council of Science Editors:

Kalala FB. Modelling pedagogy for work-integrated learning in a South African tertiary graphic design programme. [Thesis]. Durban University of Technology; 2018. Available from: http://hdl.handle.net/10321/3480

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


University of Canterbury

25. Forray JM. Experiential pedagogy and the moral duty of business schools.

Degree: 2019, University of Canterbury

 To support the types of learning outcomes that management students need in today’s organizations, business schools increasingly call for faculty to engage in experiential pedagogy.… (more)

Subjects/Keywords: Ethical issues; Experiential learning; Faculty Development and Mentoring; Future of Management Education; Paradox; Pedagogy; Reflective Practice; Teaching style; Fields of Research::39 - Education::3901 - Curriculum and pedagogy::390103 - Economics, business and management curriculum and pedagogy

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APA (6th Edition):

JM, F. (2019). Experiential pedagogy and the moral duty of business schools. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/101394

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):

JM, Forray. “Experiential pedagogy and the moral duty of business schools.” 2019. Thesis, University of Canterbury. Accessed March 05, 2021. http://hdl.handle.net/10092/101394.

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

MLA Handbook (7th Edition):

JM, Forray. “Experiential pedagogy and the moral duty of business schools.” 2019. Web. 05 Mar 2021.

Vancouver:

JM F. Experiential pedagogy and the moral duty of business schools. [Internet] [Thesis]. University of Canterbury; 2019. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10092/101394.

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

Council of Science Editors:

JM F. Experiential pedagogy and the moral duty of business schools. [Thesis]. University of Canterbury; 2019. Available from: http://hdl.handle.net/10092/101394

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


Ohio University

26. Lindsey, Charles Vance. The Experiences and Perceptions of Students Exposed to Popular Film as a Pedagogic Tool in Counselor Education: An Exploratory Study.

Degree: PhD, Counselor Education (Education), 2005, Ohio University

  This constructivist grounded theory research study explored Master's level counselor education students' perceptions and experiences of being exposed to popular film clips for pedagogic… (more)

Subjects/Keywords: Education, Guidance and Counseling; Popular film use; Pedagogy; Counselor education; Constructivist grounded theory; Experiential learning; Experiential meaning-making

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

APA (6th Edition):

Lindsey, C. V. (2005). The Experiences and Perceptions of Students Exposed to Popular Film as a Pedagogic Tool in Counselor Education: An Exploratory Study. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1125525459

Chicago Manual of Style (16th Edition):

Lindsey, Charles Vance. “The Experiences and Perceptions of Students Exposed to Popular Film as a Pedagogic Tool in Counselor Education: An Exploratory Study.” 2005. Doctoral Dissertation, Ohio University. Accessed March 05, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1125525459.

MLA Handbook (7th Edition):

Lindsey, Charles Vance. “The Experiences and Perceptions of Students Exposed to Popular Film as a Pedagogic Tool in Counselor Education: An Exploratory Study.” 2005. Web. 05 Mar 2021.

Vancouver:

Lindsey CV. The Experiences and Perceptions of Students Exposed to Popular Film as a Pedagogic Tool in Counselor Education: An Exploratory Study. [Internet] [Doctoral dissertation]. Ohio University; 2005. [cited 2021 Mar 05]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1125525459.

Council of Science Editors:

Lindsey CV. The Experiences and Perceptions of Students Exposed to Popular Film as a Pedagogic Tool in Counselor Education: An Exploratory Study. [Doctoral Dissertation]. Ohio University; 2005. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1125525459


University of Oulu

27. Honkanen, S. (Seppo). Tekniikan ylioppilaiden valmistumiseen johtavien opintopolkujen mallintaminen — perusteena lukiossa ja opiskelun alkuvaiheessa saavutettu opintomenestys.

Degree: 2010, University of Oulu

Abstract In the present research of engineering studies in the Department of Process and Environmental Engineering in the University of Oulu the graduation processes of… (more)

Subjects/Keywords: empowerment; experiential learning; interaction; modeling; motivation; self-direction analysis; step response; studentship; triangulation; underachievement; university pedagogy; alisuoriutuminen; askelvaste; itseohjautuvuusvalmius; kokemuksellinen oppiminen; korkeakoulupedagogiikka; mallintaminen; motivaatio; opiskeluaika; triangulaatio; voimaantuminen; vuorovaikutus

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

APA (6th Edition):

Honkanen, S. (. (2010). Tekniikan ylioppilaiden valmistumiseen johtavien opintopolkujen mallintaminen — perusteena lukiossa ja opiskelun alkuvaiheessa saavutettu opintomenestys. (Doctoral Dissertation). University of Oulu. Retrieved from http://urn.fi/urn:isbn:9789514293320

Chicago Manual of Style (16th Edition):

Honkanen, S (Seppo). “Tekniikan ylioppilaiden valmistumiseen johtavien opintopolkujen mallintaminen — perusteena lukiossa ja opiskelun alkuvaiheessa saavutettu opintomenestys.” 2010. Doctoral Dissertation, University of Oulu. Accessed March 05, 2021. http://urn.fi/urn:isbn:9789514293320.

MLA Handbook (7th Edition):

Honkanen, S (Seppo). “Tekniikan ylioppilaiden valmistumiseen johtavien opintopolkujen mallintaminen — perusteena lukiossa ja opiskelun alkuvaiheessa saavutettu opintomenestys.” 2010. Web. 05 Mar 2021.

Vancouver:

Honkanen S(. Tekniikan ylioppilaiden valmistumiseen johtavien opintopolkujen mallintaminen — perusteena lukiossa ja opiskelun alkuvaiheessa saavutettu opintomenestys. [Internet] [Doctoral dissertation]. University of Oulu; 2010. [cited 2021 Mar 05]. Available from: http://urn.fi/urn:isbn:9789514293320.

Council of Science Editors:

Honkanen S(. Tekniikan ylioppilaiden valmistumiseen johtavien opintopolkujen mallintaminen — perusteena lukiossa ja opiskelun alkuvaiheessa saavutettu opintomenestys. [Doctoral Dissertation]. University of Oulu; 2010. Available from: http://urn.fi/urn:isbn:9789514293320


University of Saskatchewan

28. Lake, Heather 1984-. Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education.

Degree: 2018, University of Saskatchewan

 This study examines place-based education and its potential for engaging students and creating more socially-just learning environments that prepare students to think critically and participate… (more)

Subjects/Keywords: place-based education; land-based education; community-based education; critical pedagogy; experiential education; social justice in education; ecological justice in education; student engagement; democratic education

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

APA (6th Edition):

Lake, H. 1. (2018). Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/11274

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):

Lake, Heather 1984-. “Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education.” 2018. Thesis, University of Saskatchewan. Accessed March 05, 2021. http://hdl.handle.net/10388/11274.

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

MLA Handbook (7th Edition):

Lake, Heather 1984-. “Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education.” 2018. Web. 05 Mar 2021.

Vancouver:

Lake H1. Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education. [Internet] [Thesis]. University of Saskatchewan; 2018. [cited 2021 Mar 05]. Available from: http://hdl.handle.net/10388/11274.

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

Council of Science Editors:

Lake H1. Knowing Place: Examining the Integration of Place-Based Learning in K-12 Formal Education. [Thesis]. University of Saskatchewan; 2018. Available from: http://hdl.handle.net/10388/11274

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


Liberty University

29. Woods, Brandon Dennis. Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory.

Degree: 2018, Liberty University

 Today's educational climate is rapidly shifting. High stakes testing, both from the federal and state governments, have drastically altered the landscape of public education in… (more)

Subjects/Keywords: Band Director Education; Experiential Learning; Flipped Classroom Method; Kolb’s Learning Theory; Praxial Philosophy; Testing; Education; Music; Music Education; Music Pedagogy; Teacher Education and Professional Development

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

APA (6th Edition):

Woods, B. D. (2018). Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory. (Masters Thesis). Liberty University. Retrieved from http://digitalcommons.liberty.edu/masters/482

Chicago Manual of Style (16th Edition):

Woods, Brandon Dennis. “Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory.” 2018. Masters Thesis, Liberty University. Accessed March 05, 2021. http://digitalcommons.liberty.edu/masters/482.

MLA Handbook (7th Edition):

Woods, Brandon Dennis. “Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory.” 2018. Web. 05 Mar 2021.

Vancouver:

Woods BD. Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory. [Internet] [Masters thesis]. Liberty University; 2018. [cited 2021 Mar 05]. Available from: http://digitalcommons.liberty.edu/masters/482.

Council of Science Editors:

Woods BD. Preparing the Student for High School Band Leadership: A Praxial and Flipped-Classroom Method Based on Kolb's Learning Theory. [Masters Thesis]. Liberty University; 2018. Available from: http://digitalcommons.liberty.edu/masters/482


University of South Florida

30. Slawsky, Melissa Maccarelli. Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future.

Degree: 2011, University of South Florida

 While many music educators learn how to teach through teacher training programs, the standard mode of transmission in which piano teachers learn to teach applied… (more)

Subjects/Keywords: applied music; apprenticeship; cognitive apprenticeship; experiential learning; piano pedagogy; piano teacher induction; American Studies; Arts and Humanities; Other Education; Teacher Education and Professional Development

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

APA (6th Edition):

Slawsky, M. M. (2011). Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/3352

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):

Slawsky, Melissa Maccarelli. “Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future.” 2011. Thesis, University of South Florida. Accessed March 05, 2021. https://scholarcommons.usf.edu/etd/3352.

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

MLA Handbook (7th Edition):

Slawsky, Melissa Maccarelli. “Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future.” 2011. Web. 05 Mar 2021.

Vancouver:

Slawsky MM. Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future. [Internet] [Thesis]. University of South Florida; 2011. [cited 2021 Mar 05]. Available from: https://scholarcommons.usf.edu/etd/3352.

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

Council of Science Editors:

Slawsky MM. Transitioning from Student to Teacher in the Master-Apprentice Model of Piano Pedagogy: An Exploratory Study of Challenges, Solutions, Resources, Reflections, and Suggestions for the Future. [Thesis]. University of South Florida; 2011. Available from: https://scholarcommons.usf.edu/etd/3352

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

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