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You searched for subject:(Holocaust Jewish 1939 1945 Personal narratives Study AND teaching). Showing records 1 – 30 of 17707 total matches.

[1] [2] [3] [4] [5] … [591]

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Florida Atlantic University

1. Loput, Dyanne K. Teaching Night in the secondary classroom.

Degree: MA, 2010, Florida Atlantic University

Summary: As a secondary-level educator of literature and writing, I have observed the fundamental need for a sensitive, well-developed curriculum in the art of teaching(more)

Subjects/Keywords: Wiesel, Elie , 1928-; Holocaust, Jewish (1939-1945) – Personal narratives – Study and teaching; Holocaust, Jewish (1939-1945) – Study and teaching

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APA (6th Edition):

Loput, D. K. (2010). Teaching Night in the secondary classroom. (Masters Thesis). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/2705075

Chicago Manual of Style (16th Edition):

Loput, Dyanne K. “Teaching Night in the secondary classroom.” 2010. Masters Thesis, Florida Atlantic University. Accessed September 23, 2019. http://purl.flvc.org/FAU/2705075.

MLA Handbook (7th Edition):

Loput, Dyanne K. “Teaching Night in the secondary classroom.” 2010. Web. 23 Sep 2019.

Vancouver:

Loput DK. Teaching Night in the secondary classroom. [Internet] [Masters thesis]. Florida Atlantic University; 2010. [cited 2019 Sep 23]. Available from: http://purl.flvc.org/FAU/2705075.

Council of Science Editors:

Loput DK. Teaching Night in the secondary classroom. [Masters Thesis]. Florida Atlantic University; 2010. Available from: http://purl.flvc.org/FAU/2705075


Ryerson University

2. Kowaz, Eli. The ATID project: teaching the holocaust! through digital storytelling.

Degree: 2015, Ryerson University

 This paper aims to develop a Holocaust education protocol template with the goals of maximizing student engagement, enhancing the student experience, boosting retention of information,… (more)

Subjects/Keywords: Holocaust, Jewish (1939-1945)  – Historiography; Holocaust, Jewish (1939-1945)  – Study and teaching (Higher); Mass media and history

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APA (6th Edition):

Kowaz, E. (2015). The ATID project: teaching the holocaust! through digital storytelling. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A4296

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):

Kowaz, Eli. “The ATID project: teaching the holocaust! through digital storytelling.” 2015. Thesis, Ryerson University. Accessed September 23, 2019. https://digital.library.ryerson.ca/islandora/object/RULA%3A4296.

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

MLA Handbook (7th Edition):

Kowaz, Eli. “The ATID project: teaching the holocaust! through digital storytelling.” 2015. Web. 23 Sep 2019.

Vancouver:

Kowaz E. The ATID project: teaching the holocaust! through digital storytelling. [Internet] [Thesis]. Ryerson University; 2015. [cited 2019 Sep 23]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A4296.

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

Council of Science Editors:

Kowaz E. The ATID project: teaching the holocaust! through digital storytelling. [Thesis]. Ryerson University; 2015. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A4296

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


University of Oklahoma

3. Meliza, Evette. Holocaust Education and the Student Perspective: Toward a Grounded Theory of Student Engagment in Social Studies Education.

Degree: PhD, 2010, University of Oklahoma

Findings from this study suggest implications for history classrooms, in particular, and social studies education, in general. Advisors/Committee Members: Chiodo, John J. (advisor).

Subjects/Keywords: Holocaust, Jewish (1939-1945) – Study and teaching (Secondary); History – Study and teaching (Secondary)

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APA (6th Edition):

Meliza, E. (2010). Holocaust Education and the Student Perspective: Toward a Grounded Theory of Student Engagment in Social Studies Education. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319294

Chicago Manual of Style (16th Edition):

Meliza, Evette. “Holocaust Education and the Student Perspective: Toward a Grounded Theory of Student Engagment in Social Studies Education.” 2010. Doctoral Dissertation, University of Oklahoma. Accessed September 23, 2019. http://hdl.handle.net/11244/319294.

MLA Handbook (7th Edition):

Meliza, Evette. “Holocaust Education and the Student Perspective: Toward a Grounded Theory of Student Engagment in Social Studies Education.” 2010. Web. 23 Sep 2019.

Vancouver:

Meliza E. Holocaust Education and the Student Perspective: Toward a Grounded Theory of Student Engagment in Social Studies Education. [Internet] [Doctoral dissertation]. University of Oklahoma; 2010. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11244/319294.

Council of Science Editors:

Meliza E. Holocaust Education and the Student Perspective: Toward a Grounded Theory of Student Engagment in Social Studies Education. [Doctoral Dissertation]. University of Oklahoma; 2010. Available from: http://hdl.handle.net/11244/319294


Florida State University

4. Allen, Emily Ruth. Celebrating and Preserving Music of Jewish Pasts: The Holocaust Survivor Band.

Degree: MM, College of Music, 2016, Florida State University

This thesis explores the experiences of a South Florida klezmer ensemble known as the Holocaust Survivor Band. The group was co-founded by Saul Dreier, then… (more)

Subjects/Keywords: Music; Holocaust, Jewish (1939-1945); Study and teaching; Judaism; Study and teaching

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APA (6th Edition):

Allen, E. R. (2016). Celebrating and Preserving Music of Jewish Pasts: The Holocaust Survivor Band. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/FSU_2016SP_Allen_fsu_0071N_13071 ;

Chicago Manual of Style (16th Edition):

Allen, Emily Ruth. “Celebrating and Preserving Music of Jewish Pasts: The Holocaust Survivor Band.” 2016. Masters Thesis, Florida State University. Accessed September 23, 2019. http://purl.flvc.org/fsu/fd/FSU_2016SP_Allen_fsu_0071N_13071 ;.

MLA Handbook (7th Edition):

Allen, Emily Ruth. “Celebrating and Preserving Music of Jewish Pasts: The Holocaust Survivor Band.” 2016. Web. 23 Sep 2019.

Vancouver:

Allen ER. Celebrating and Preserving Music of Jewish Pasts: The Holocaust Survivor Band. [Internet] [Masters thesis]. Florida State University; 2016. [cited 2019 Sep 23]. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SP_Allen_fsu_0071N_13071 ;.

Council of Science Editors:

Allen ER. Celebrating and Preserving Music of Jewish Pasts: The Holocaust Survivor Band. [Masters Thesis]. Florida State University; 2016. Available from: http://purl.flvc.org/fsu/fd/FSU_2016SP_Allen_fsu_0071N_13071 ;


Florida State University

5. Wirsansky, Danielle. Doing a Real Job: The Evolution in Women's Roles in British Society through the Lens of Female Spies, 1914-1945.

Degree: MA, History, 2018, Florida State University

The first half of the twentieth century was in many ways a watershed era for women and their role in British society. The world wars… (more)

Subjects/Keywords: History; Gender expression; Gender identity; Holocaust, Jewish (1939-1945); Study and teaching

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APA (6th Edition):

Wirsansky, D. (2018). Doing a Real Job: The Evolution in Women's Roles in British Society through the Lens of Female Spies, 1914-1945. (Masters Thesis). Florida State University. Retrieved from http://purl.flvc.org/fsu/fd/2018_Sp_Wirsansky_fsu_0071N_14327 ;

Chicago Manual of Style (16th Edition):

Wirsansky, Danielle. “Doing a Real Job: The Evolution in Women's Roles in British Society through the Lens of Female Spies, 1914-1945.” 2018. Masters Thesis, Florida State University. Accessed September 23, 2019. http://purl.flvc.org/fsu/fd/2018_Sp_Wirsansky_fsu_0071N_14327 ;.

MLA Handbook (7th Edition):

Wirsansky, Danielle. “Doing a Real Job: The Evolution in Women's Roles in British Society through the Lens of Female Spies, 1914-1945.” 2018. Web. 23 Sep 2019.

Vancouver:

Wirsansky D. Doing a Real Job: The Evolution in Women's Roles in British Society through the Lens of Female Spies, 1914-1945. [Internet] [Masters thesis]. Florida State University; 2018. [cited 2019 Sep 23]. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Wirsansky_fsu_0071N_14327 ;.

Council of Science Editors:

Wirsansky D. Doing a Real Job: The Evolution in Women's Roles in British Society through the Lens of Female Spies, 1914-1945. [Masters Thesis]. Florida State University; 2018. Available from: http://purl.flvc.org/fsu/fd/2018_Sp_Wirsansky_fsu_0071N_14327 ;


Florida Atlantic University

6. Shah, Rachayita. The contributions of a Holocaust and human rights education program to teacher learning.

Degree: PhD, 2012, Florida Atlantic University

Summary: Drawing on the principles of critical multicultural education and teacher learning, this mixed methods study examined the contributions of a professional development program (the… (more)

Subjects/Keywords: Holocaust, Jewish (1939-1945) – Study and teaching; Curriculum planning; Multicultural education; Teachers, Training of

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APA (6th Edition):

Shah, R. (2012). The contributions of a Holocaust and human rights education program to teacher learning. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3356014

Chicago Manual of Style (16th Edition):

Shah, Rachayita. “The contributions of a Holocaust and human rights education program to teacher learning.” 2012. Doctoral Dissertation, Florida Atlantic University. Accessed September 23, 2019. http://purl.flvc.org/FAU/3356014.

MLA Handbook (7th Edition):

Shah, Rachayita. “The contributions of a Holocaust and human rights education program to teacher learning.” 2012. Web. 23 Sep 2019.

Vancouver:

Shah R. The contributions of a Holocaust and human rights education program to teacher learning. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2012. [cited 2019 Sep 23]. Available from: http://purl.flvc.org/FAU/3356014.

Council of Science Editors:

Shah R. The contributions of a Holocaust and human rights education program to teacher learning. [Doctoral Dissertation]. Florida Atlantic University; 2012. Available from: http://purl.flvc.org/FAU/3356014


McGill University

7. Satov, Tauba. Holocaust studies for moral and religious education.

Degree: MA, Department of Religion and Philosophy in Education., 1991, McGill University

This thesis will present an account of the religious way of living drawn from the writings of selected authorities. It will consider how myths, rituals… (more)

Subjects/Keywords: Holocaust, Jewish (1939-1945)  – Study and teaching; Jews  – Education

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APA (6th Edition):

Satov, T. (1991). Holocaust studies for moral and religious education. (Masters Thesis). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile60083.pdf

Chicago Manual of Style (16th Edition):

Satov, Tauba. “Holocaust studies for moral and religious education.” 1991. Masters Thesis, McGill University. Accessed September 23, 2019. http://digitool.library.mcgill.ca/thesisfile60083.pdf.

MLA Handbook (7th Edition):

Satov, Tauba. “Holocaust studies for moral and religious education.” 1991. Web. 23 Sep 2019.

Vancouver:

Satov T. Holocaust studies for moral and religious education. [Internet] [Masters thesis]. McGill University; 1991. [cited 2019 Sep 23]. Available from: http://digitool.library.mcgill.ca/thesisfile60083.pdf.

Council of Science Editors:

Satov T. Holocaust studies for moral and religious education. [Masters Thesis]. McGill University; 1991. Available from: http://digitool.library.mcgill.ca/thesisfile60083.pdf


University of KwaZulu-Natal

8. [No author]. Analysing the dominant discourses on the Holocaust in Grade 9 South African history textbooks.

Degree: Education, 2012, University of KwaZulu-Natal

Abstract available in PDF version. Advisors/Committee Members: Wassermann, Johan (advisor).

Subjects/Keywords: Holocaust, Jewish (1939-1945) – Study and teaching – KwaZulu-Natal – Durban.; Effective teaching – Evaluation.; Holocaust, Jewish (1939-1945) – Influence.; Education.

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APA (6th Edition):

author], [. (2012). Analysing the dominant discourses on the Holocaust in Grade 9 South African history textbooks. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/9356

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. “Analysing the dominant discourses on the Holocaust in Grade 9 South African history textbooks. ” 2012. Thesis, University of KwaZulu-Natal. Accessed September 23, 2019. http://hdl.handle.net/10413/9356.

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. “Analysing the dominant discourses on the Holocaust in Grade 9 South African history textbooks. ” 2012. Web. 23 Sep 2019.

Vancouver:

author] [. Analysing the dominant discourses on the Holocaust in Grade 9 South African history textbooks. [Internet] [Thesis]. University of KwaZulu-Natal; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10413/9356.

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

Council of Science Editors:

author] [. Analysing the dominant discourses on the Holocaust in Grade 9 South African history textbooks. [Thesis]. University of KwaZulu-Natal; 2012. Available from: http://hdl.handle.net/10413/9356

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


Western Washington University

9. Holcom, Andrew C. (Andrew Charles). Misrepresentation as complicity: the genocide against indigenous Americans in high school history textbooks.

Degree: MA, Anthropology, 2010, Western Washington University

  Textbooks are the guiding documents for high school history courses in the United States, and states create their own education standards for their students.… (more)

Subjects/Keywords: Anthropology; Indians, Treatment of – North America – History – Textbooks; Indians of North America – Study and teaching; Genocide – North America – History – Textbooks; Holocaust, Jewish (1939-1945) – History – Textbooks; masters theses

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APA (6th Edition):

Holcom, A. C. (. C. (2010). Misrepresentation as complicity: the genocide against indigenous Americans in high school history textbooks. (Masters Thesis). Western Washington University. Retrieved from https://cedar.wwu.edu/wwuet/50

Chicago Manual of Style (16th Edition):

Holcom, Andrew C (Andrew Charles). “Misrepresentation as complicity: the genocide against indigenous Americans in high school history textbooks.” 2010. Masters Thesis, Western Washington University. Accessed September 23, 2019. https://cedar.wwu.edu/wwuet/50.

MLA Handbook (7th Edition):

Holcom, Andrew C (Andrew Charles). “Misrepresentation as complicity: the genocide against indigenous Americans in high school history textbooks.” 2010. Web. 23 Sep 2019.

Vancouver:

Holcom AC(C. Misrepresentation as complicity: the genocide against indigenous Americans in high school history textbooks. [Internet] [Masters thesis]. Western Washington University; 2010. [cited 2019 Sep 23]. Available from: https://cedar.wwu.edu/wwuet/50.

Council of Science Editors:

Holcom AC(C. Misrepresentation as complicity: the genocide against indigenous Americans in high school history textbooks. [Masters Thesis]. Western Washington University; 2010. Available from: https://cedar.wwu.edu/wwuet/50


University of North Texas

10. Lincoln, Margaret L. The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource.

Degree: 2006, University of North Texas

 Museums today provide learning-rich experiences and quality informational resources through both physical and virtual environments. This study examined a Holocaust Museum traveling exhibition, Life in… (more)

Subjects/Keywords: Holocaust, Jewish (1939-1945)  – Exhibitions.; Holocaust, Jewish (1939-1945)  – Study and teaching.; Holocaust, Jewish (1939-1945)  – Computer network resources.; Hidden children (Holocaust)  – Exhibitions.; Hidden children (Holocaust)  – Computer network resources.; United States Holocaust Memorial Museum  – Exhibitions.; United States Holocaust Memorial Museum  – Computer network resources.; Holocaust museums; Holocaust education; museums-educational aspects; museum informatics; online exhibitions; online and onsite

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APA (6th Edition):

Lincoln, M. L. (2006). The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc5407/

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):

Lincoln, Margaret L. “The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource.” 2006. Thesis, University of North Texas. Accessed September 23, 2019. https://digital.library.unt.edu/ark:/67531/metadc5407/.

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

MLA Handbook (7th Edition):

Lincoln, Margaret L. “The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource.” 2006. Web. 23 Sep 2019.

Vancouver:

Lincoln ML. The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource. [Internet] [Thesis]. University of North Texas; 2006. [cited 2019 Sep 23]. Available from: https://digital.library.unt.edu/ark:/67531/metadc5407/.

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

Council of Science Editors:

Lincoln ML. The Online and the Onsite Holocaust Museum Exhibition as an Informational Resource. [Thesis]. University of North Texas; 2006. Available from: https://digital.library.unt.edu/ark:/67531/metadc5407/

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


Utah Valley University

11. Frampton, Amber. The United States and World War II: A Senior Project for Secondary Education.

Degree: 2007, Utah Valley University

Teaching materials for an 11th Grade History course, "The United States and World War II." This is the final student project for the author, required for certification in the UVSC Secondary Education Certification program.

Subjects/Keywords: World War, 1939-1945 – Study and teaching; United States

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APA (6th Edition):

Frampton, A. (2007). The United States and World War II: A Senior Project for Secondary Education. (Thesis). Utah Valley University. Retrieved from http://contentdm.uvu.edu:81/u?/UVUTheses,172

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):

Frampton, Amber. “The United States and World War II: A Senior Project for Secondary Education.” 2007. Thesis, Utah Valley University. Accessed September 23, 2019. http://contentdm.uvu.edu:81/u?/UVUTheses,172.

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

MLA Handbook (7th Edition):

Frampton, Amber. “The United States and World War II: A Senior Project for Secondary Education.” 2007. Web. 23 Sep 2019.

Vancouver:

Frampton A. The United States and World War II: A Senior Project for Secondary Education. [Internet] [Thesis]. Utah Valley University; 2007. [cited 2019 Sep 23]. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,172.

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

Council of Science Editors:

Frampton A. The United States and World War II: A Senior Project for Secondary Education. [Thesis]. Utah Valley University; 2007. Available from: http://contentdm.uvu.edu:81/u?/UVUTheses,172

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


University of Lethbridge

12. Kabeary, Jennifer. The field of play : military and sport in Southern Alberta communities during the Second World War .

Degree: 2012, University of Lethbridge

 Prior to the beginning of the Second World War discussions of air force training between Britain and Canada, were ongoing, but never agreed upon. The… (more)

Subjects/Keywords: World War, 1939-1945  – Alberta; Sports  – Alberta, Southern  – History; Sports  – Social aspects  – Alberta, Southern  – History; Aeronautics, Military  – Alberta, Southern  – History; Aeronautics, Military  – Study and teaching  – Alberta, Southern  – History; Alberta  – History  – 1905-1945; Dissertations, Academic

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APA (6th Edition):

Kabeary, J. (2012). The field of play : military and sport in Southern Alberta communities during the Second World War . (Thesis). University of Lethbridge. Retrieved from http://hdl.handle.net/10133/3261

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):

Kabeary, Jennifer. “The field of play : military and sport in Southern Alberta communities during the Second World War .” 2012. Thesis, University of Lethbridge. Accessed September 23, 2019. http://hdl.handle.net/10133/3261.

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

MLA Handbook (7th Edition):

Kabeary, Jennifer. “The field of play : military and sport in Southern Alberta communities during the Second World War .” 2012. Web. 23 Sep 2019.

Vancouver:

Kabeary J. The field of play : military and sport in Southern Alberta communities during the Second World War . [Internet] [Thesis]. University of Lethbridge; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10133/3261.

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

Council of Science Editors:

Kabeary J. The field of play : military and sport in Southern Alberta communities during the Second World War . [Thesis]. University of Lethbridge; 2012. Available from: http://hdl.handle.net/10133/3261

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

13. Luana Pagano Peres Molina. Vozes de uma história : as narrativas a partir de conhecimentos prévios de alunos sobre gênero e sexualidade (Cambé/PR).

Degree: 2012, Universidade Estadual de Londrina

Esta dissertação de mestrado tem como objetivo apresentar uma discussão referente às relações de Gênero e Sexualidade presentes no cotidiano escolar, realizada no Colégio Estadual… (more)

Subjects/Keywords: História social; Identidade sexual na educação - Narrativas pessoais; Adolescentes - Comportamento sexual; História - Estudo e ensino; Social history; Gender identity in education; Personal narratives; Teenagers; Sexual behavior; History; Study and teaching

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APA (6th Edition):

Molina, L. P. P. (2012). Vozes de uma história : as narrativas a partir de conhecimentos prévios de alunos sobre gênero e sexualidade (Cambé/PR). (Thesis). Universidade Estadual de Londrina. Retrieved from http://www.bibliotecadigital.uel.br/document/?code=vtls000177927

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):

Molina, Luana Pagano Peres. “Vozes de uma história : as narrativas a partir de conhecimentos prévios de alunos sobre gênero e sexualidade (Cambé/PR).” 2012. Thesis, Universidade Estadual de Londrina. Accessed September 23, 2019. http://www.bibliotecadigital.uel.br/document/?code=vtls000177927.

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

MLA Handbook (7th Edition):

Molina, Luana Pagano Peres. “Vozes de uma história : as narrativas a partir de conhecimentos prévios de alunos sobre gênero e sexualidade (Cambé/PR).” 2012. Web. 23 Sep 2019.

Vancouver:

Molina LPP. Vozes de uma história : as narrativas a partir de conhecimentos prévios de alunos sobre gênero e sexualidade (Cambé/PR). [Internet] [Thesis]. Universidade Estadual de Londrina; 2012. [cited 2019 Sep 23]. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000177927.

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

Council of Science Editors:

Molina LPP. Vozes de uma história : as narrativas a partir de conhecimentos prévios de alunos sobre gênero e sexualidade (Cambé/PR). [Thesis]. Universidade Estadual de Londrina; 2012. Available from: http://www.bibliotecadigital.uel.br/document/?code=vtls000177927

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

14. Hurwitz, Carol Berry. Undergraduate students' perceptions of their Holocaust and genocide education.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2007, University of San Francisco

unavailable

Subjects/Keywords: University of San Francisco Students; Attitudes; Holocaust Jewish; Study and teaching (Higher); Genocide; Education

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APA (6th Edition):

Hurwitz, C. B. (2007). Undergraduate students' perceptions of their Holocaust and genocide education. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/148

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):

Hurwitz, Carol Berry. “Undergraduate students' perceptions of their Holocaust and genocide education.” 2007. Thesis, University of San Francisco. Accessed September 23, 2019. https://repository.usfca.edu/diss/148.

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

MLA Handbook (7th Edition):

Hurwitz, Carol Berry. “Undergraduate students' perceptions of their Holocaust and genocide education.” 2007. Web. 23 Sep 2019.

Vancouver:

Hurwitz CB. Undergraduate students' perceptions of their Holocaust and genocide education. [Internet] [Thesis]. University of San Francisco; 2007. [cited 2019 Sep 23]. Available from: https://repository.usfca.edu/diss/148.

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

Council of Science Editors:

Hurwitz CB. Undergraduate students' perceptions of their Holocaust and genocide education. [Thesis]. University of San Francisco; 2007. Available from: https://repository.usfca.edu/diss/148

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

15. LeSure, Jennifer. Financial coaching : bridging the gap between financial knowledge and financial behavior.

Degree: Thesis (D. Ed.), 2014, Ball State University

 The purpose of this study was to evaluate an emerging financial education program, financial coaching. This study investigated whether participants improved their credit scores after… (more)

Subjects/Keywords: Finance, Personal  – Study and teaching; Credit ratings

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APA (6th Edition):

LeSure, J. (2014). Financial coaching : bridging the gap between financial knowledge and financial behavior. (Doctoral Dissertation). Ball State University. Retrieved from http://cardinalscholar.bsu.edu/handle/123456789/199229

Chicago Manual of Style (16th Edition):

LeSure, Jennifer. “Financial coaching : bridging the gap between financial knowledge and financial behavior.” 2014. Doctoral Dissertation, Ball State University. Accessed September 23, 2019. http://cardinalscholar.bsu.edu/handle/123456789/199229.

MLA Handbook (7th Edition):

LeSure, Jennifer. “Financial coaching : bridging the gap between financial knowledge and financial behavior.” 2014. Web. 23 Sep 2019.

Vancouver:

LeSure J. Financial coaching : bridging the gap between financial knowledge and financial behavior. [Internet] [Doctoral dissertation]. Ball State University; 2014. [cited 2019 Sep 23]. Available from: http://cardinalscholar.bsu.edu/handle/123456789/199229.

Council of Science Editors:

LeSure J. Financial coaching : bridging the gap between financial knowledge and financial behavior. [Doctoral Dissertation]. Ball State University; 2014. Available from: http://cardinalscholar.bsu.edu/handle/123456789/199229


Simon Fraser University

16. Hanson, Joanne A. Integrating children's literature into the upper elementary social studies curriculum : the Japanese internment during World War II.

Degree: 1996, Simon Fraser University

Subjects/Keywords: History  – Study and teaching  – Canada.; Japanese  – Canada  – Evacuation and relocation, 1942-1945.; Japanese  – Canada  – History.; World War, 1939-1945  – Canada.; Children'; s literature  – Educational aspects.; Children'; s literature  – Study and teaching.

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APA (6th Edition):

Hanson, J. A. (1996). Integrating children's literature into the upper elementary social studies curriculum : the Japanese internment during World War II. (Thesis). Simon Fraser University. Retrieved from http://summit.sfu.ca/item/6961

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):

Hanson, Joanne A. “Integrating children's literature into the upper elementary social studies curriculum : the Japanese internment during World War II.” 1996. Thesis, Simon Fraser University. Accessed September 23, 2019. http://summit.sfu.ca/item/6961.

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

MLA Handbook (7th Edition):

Hanson, Joanne A. “Integrating children's literature into the upper elementary social studies curriculum : the Japanese internment during World War II.” 1996. Web. 23 Sep 2019.

Vancouver:

Hanson JA. Integrating children's literature into the upper elementary social studies curriculum : the Japanese internment during World War II. [Internet] [Thesis]. Simon Fraser University; 1996. [cited 2019 Sep 23]. Available from: http://summit.sfu.ca/item/6961.

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

Council of Science Editors:

Hanson JA. Integrating children's literature into the upper elementary social studies curriculum : the Japanese internment during World War II. [Thesis]. Simon Fraser University; 1996. Available from: http://summit.sfu.ca/item/6961

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


University of New Mexico

17. Andrews, James. Financial Literacy Education in the United States: Analyzing How the Jump$tart Assessment Measures Knowledge that Creates Wealth.

Degree: Teacher Education, Educational Leadership & Policy, 2011, University of New Mexico

 Student achievement on the Jumptart (or JumpStart) financial literacy assessment forms the basis for the Presidents Advisory Council's declaration that America's high school graduates are… (more)

Subjects/Keywords: Financial literacy – Study and teaching (Secondary) – Evaluation; Finance; Personal – Study and teaching (Secondary) – Evaluation

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APA (6th Edition):

Andrews, J. (2011). Financial Literacy Education in the United States: Analyzing How the Jump$tart Assessment Measures Knowledge that Creates Wealth. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/13121

Chicago Manual of Style (16th Edition):

Andrews, James. “Financial Literacy Education in the United States: Analyzing How the Jump$tart Assessment Measures Knowledge that Creates Wealth.” 2011. Doctoral Dissertation, University of New Mexico. Accessed September 23, 2019. http://hdl.handle.net/1928/13121.

MLA Handbook (7th Edition):

Andrews, James. “Financial Literacy Education in the United States: Analyzing How the Jump$tart Assessment Measures Knowledge that Creates Wealth.” 2011. Web. 23 Sep 2019.

Vancouver:

Andrews J. Financial Literacy Education in the United States: Analyzing How the Jump$tart Assessment Measures Knowledge that Creates Wealth. [Internet] [Doctoral dissertation]. University of New Mexico; 2011. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1928/13121.

Council of Science Editors:

Andrews J. Financial Literacy Education in the United States: Analyzing How the Jump$tart Assessment Measures Knowledge that Creates Wealth. [Doctoral Dissertation]. University of New Mexico; 2011. Available from: http://hdl.handle.net/1928/13121


University of New Mexico

18. Rodriguez, Anthony Matthew. Experiences of Adults with Developmental Disability and a Teacher of Mathematics in the Money Club.

Degree: Special Education, 2012, University of New Mexico

 In my experiences, students with Developmental Disability (DD) are routinely excluded from Algebra and other high-level mathematics courses. People with DD do not have the… (more)

Subjects/Keywords: Developmentally disabled youth  – Education; Finance; personal  – Study and teaching; Mathematics  – Study and teaching (Secondary)

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APA (6th Edition):

Rodriguez, A. M. (2012). Experiences of Adults with Developmental Disability and a Teacher of Mathematics in the Money Club. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/20870

Chicago Manual of Style (16th Edition):

Rodriguez, Anthony Matthew. “Experiences of Adults with Developmental Disability and a Teacher of Mathematics in the Money Club.” 2012. Doctoral Dissertation, University of New Mexico. Accessed September 23, 2019. http://hdl.handle.net/1928/20870.

MLA Handbook (7th Edition):

Rodriguez, Anthony Matthew. “Experiences of Adults with Developmental Disability and a Teacher of Mathematics in the Money Club.” 2012. Web. 23 Sep 2019.

Vancouver:

Rodriguez AM. Experiences of Adults with Developmental Disability and a Teacher of Mathematics in the Money Club. [Internet] [Doctoral dissertation]. University of New Mexico; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1928/20870.

Council of Science Editors:

Rodriguez AM. Experiences of Adults with Developmental Disability and a Teacher of Mathematics in the Money Club. [Doctoral Dissertation]. University of New Mexico; 2012. Available from: http://hdl.handle.net/1928/20870


Brock University

19. Fielder, Lee E. Examining and describing professional development and continuing education in the personal training and fitness industry : sites and issues of disconnect .

Degree: Applied Health Sciences Program, 2009, Brock University

 The following phenomenologically oriented study examines and describes the relevance and effectiveness of professional development and continuing education programs for real-world situations of personal trainers.… (more)

Subjects/Keywords: Personal trainers – Education.; Personal trainers – Training of.; Physical fitness – Study and teaching.

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APA (6th Edition):

Fielder, L. E. (2009). Examining and describing professional development and continuing education in the personal training and fitness industry : sites and issues of disconnect . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/2854

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):

Fielder, Lee E. “Examining and describing professional development and continuing education in the personal training and fitness industry : sites and issues of disconnect .” 2009. Thesis, Brock University. Accessed September 23, 2019. http://hdl.handle.net/10464/2854.

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

MLA Handbook (7th Edition):

Fielder, Lee E. “Examining and describing professional development and continuing education in the personal training and fitness industry : sites and issues of disconnect .” 2009. Web. 23 Sep 2019.

Vancouver:

Fielder LE. Examining and describing professional development and continuing education in the personal training and fitness industry : sites and issues of disconnect . [Internet] [Thesis]. Brock University; 2009. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10464/2854.

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

Council of Science Editors:

Fielder LE. Examining and describing professional development and continuing education in the personal training and fitness industry : sites and issues of disconnect . [Thesis]. Brock University; 2009. Available from: http://hdl.handle.net/10464/2854

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


University of Missouri – Columbia

20. Simmerman, James. An evaluation of the Missouri public high school personal finance course graduation requirement: is there a transfer of knowledge?.

Degree: 2012, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This researcher performed an evaluation of the Missouri public high school personal finance graduation requirement.… (more)

Subjects/Keywords: Missouri public high schools; Curriculum; Personal finance - study and teaching; Finance, Personal  – Study and teaching  – United States; Curriculum evaluation  – United States; High schools  – Curricula  – Missouri; Teenagers  – Finance, Personal

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APA (6th Edition):

Simmerman, J. (2012). An evaluation of the Missouri public high school personal finance course graduation requirement: is there a transfer of knowledge?. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/43187

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):

Simmerman, James. “An evaluation of the Missouri public high school personal finance course graduation requirement: is there a transfer of knowledge?.” 2012. Thesis, University of Missouri – Columbia. Accessed September 23, 2019. http://hdl.handle.net/10355/43187.

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

MLA Handbook (7th Edition):

Simmerman, James. “An evaluation of the Missouri public high school personal finance course graduation requirement: is there a transfer of knowledge?.” 2012. Web. 23 Sep 2019.

Vancouver:

Simmerman J. An evaluation of the Missouri public high school personal finance course graduation requirement: is there a transfer of knowledge?. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/10355/43187.

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

Council of Science Editors:

Simmerman J. An evaluation of the Missouri public high school personal finance course graduation requirement: is there a transfer of knowledge?. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/43187

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


Michigan State University

21. Wohl, Renee Soloway. Entering the historical conversation : Torah teachers' reading and teaching of text.

Degree: PhD, Department of Teacher Education, 1999, Michigan State University

Subjects/Keywords: Jewish law – Study and teaching; Religious education of teenagers; Jewish educators – Attitudes

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APA (6th Edition):

Wohl, R. S. (1999). Entering the historical conversation : Torah teachers' reading and teaching of text. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:28643

Chicago Manual of Style (16th Edition):

Wohl, Renee Soloway. “Entering the historical conversation : Torah teachers' reading and teaching of text.” 1999. Doctoral Dissertation, Michigan State University. Accessed September 23, 2019. http://etd.lib.msu.edu/islandora/object/etd:28643.

MLA Handbook (7th Edition):

Wohl, Renee Soloway. “Entering the historical conversation : Torah teachers' reading and teaching of text.” 1999. Web. 23 Sep 2019.

Vancouver:

Wohl RS. Entering the historical conversation : Torah teachers' reading and teaching of text. [Internet] [Doctoral dissertation]. Michigan State University; 1999. [cited 2019 Sep 23]. Available from: http://etd.lib.msu.edu/islandora/object/etd:28643.

Council of Science Editors:

Wohl RS. Entering the historical conversation : Torah teachers' reading and teaching of text. [Doctoral Dissertation]. Michigan State University; 1999. Available from: http://etd.lib.msu.edu/islandora/object/etd:28643


Michigan State University

22. Katz, Amy Wallk. Teaching prayer in liberal supplementary schools : an analysis of the challenges.

Degree: PhD, Department of Teacher Education, 2002, Michigan State University

Subjects/Keywords: Prayer – Judaism – Study and teaching; Jewish religious schools; Jewish educators – Attitudes

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APA (6th Edition):

Katz, A. W. (2002). Teaching prayer in liberal supplementary schools : an analysis of the challenges. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:31873

Chicago Manual of Style (16th Edition):

Katz, Amy Wallk. “Teaching prayer in liberal supplementary schools : an analysis of the challenges.” 2002. Doctoral Dissertation, Michigan State University. Accessed September 23, 2019. http://etd.lib.msu.edu/islandora/object/etd:31873.

MLA Handbook (7th Edition):

Katz, Amy Wallk. “Teaching prayer in liberal supplementary schools : an analysis of the challenges.” 2002. Web. 23 Sep 2019.

Vancouver:

Katz AW. Teaching prayer in liberal supplementary schools : an analysis of the challenges. [Internet] [Doctoral dissertation]. Michigan State University; 2002. [cited 2019 Sep 23]. Available from: http://etd.lib.msu.edu/islandora/object/etd:31873.

Council of Science Editors:

Katz AW. Teaching prayer in liberal supplementary schools : an analysis of the challenges. [Doctoral Dissertation]. Michigan State University; 2002. Available from: http://etd.lib.msu.edu/islandora/object/etd:31873


University of Wisconsin – Stout

23. Caine, Boni. Too risky not to know: the personal financial education of our high school students.

Degree: 2004, University of Wisconsin – Stout

Subjects/Keywords: Finance; Personal – Study and teaching (Secondary)

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APA (6th Edition):

Caine, B. (2004). Too risky not to know: the personal financial education of our high school students. (Thesis). University of Wisconsin – Stout. Retrieved from http://digital.library.wisc.edu/1793/41191 ; http://www.uwstout.edu/lib/thesis/2004/2004caineb.pdf

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):

Caine, Boni. “Too risky not to know: the personal financial education of our high school students.” 2004. Thesis, University of Wisconsin – Stout. Accessed September 23, 2019. http://digital.library.wisc.edu/1793/41191 ; http://www.uwstout.edu/lib/thesis/2004/2004caineb.pdf.

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

MLA Handbook (7th Edition):

Caine, Boni. “Too risky not to know: the personal financial education of our high school students.” 2004. Web. 23 Sep 2019.

Vancouver:

Caine B. Too risky not to know: the personal financial education of our high school students. [Internet] [Thesis]. University of Wisconsin – Stout; 2004. [cited 2019 Sep 23]. Available from: http://digital.library.wisc.edu/1793/41191 ; http://www.uwstout.edu/lib/thesis/2004/2004caineb.pdf.

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

Council of Science Editors:

Caine B. Too risky not to know: the personal financial education of our high school students. [Thesis]. University of Wisconsin – Stout; 2004. Available from: http://digital.library.wisc.edu/1793/41191 ; http://www.uwstout.edu/lib/thesis/2004/2004caineb.pdf

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


University of New Mexico

24. Otter, Dan. TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE.

Degree: Language, Literacy, and Sociocultural Studies, 2010, University of New Mexico

 The purpose of this study was to learn teacher attitudes and beliefs about teaching personal finance, as well as teacher understanding of a few core… (more)

Subjects/Keywords: Financial literacy – Study and teaching (Elementary) – United States; Financial literacy – Study and Teaching (Secondary) – United States; Finance; Personal – Study and teaching (Elementary) – United States; Finance; Personal – Study and teaching (Secondary) – United States; Teachers – Attitudes – Research

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

APA (6th Edition):

Otter, D. (2010). TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE. (Doctoral Dissertation). University of New Mexico. Retrieved from http://hdl.handle.net/1928/10977

Chicago Manual of Style (16th Edition):

Otter, Dan. “TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE.” 2010. Doctoral Dissertation, University of New Mexico. Accessed September 23, 2019. http://hdl.handle.net/1928/10977.

MLA Handbook (7th Edition):

Otter, Dan. “TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE.” 2010. Web. 23 Sep 2019.

Vancouver:

Otter D. TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE. [Internet] [Doctoral dissertation]. University of New Mexico; 2010. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1928/10977.

Council of Science Editors:

Otter D. TEACHING FINANCIAL LITERACY IN K-12 SCHOOLS: A SURVEY OF TEACHER BELIEFS AND KNOWLEDGE. [Doctoral Dissertation]. University of New Mexico; 2010. Available from: http://hdl.handle.net/1928/10977


McGill University

25. Kramer, Phyllis Silverman. Sexual stereotyping and the manipulation of female role models in Jewish Bible textbooks : a study in the history of biblical interpretation and its application to Jewish school curricula.

Degree: PhD, Department of Jewish Studies., 1994, McGill University

 Having been a male dominated pursuit, Bible interpretation has long reflected a male bias and encouraged sexual stereotyping in the study of biblical characters. The… (more)

Subjects/Keywords: Women in the Bible  – Study and teaching; Women in Judaism  – Study and teaching; Women  – Biblical teaching; Jewish women  – Study and teaching

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APA (6th Edition):

Kramer, P. S. (1994). Sexual stereotyping and the manipulation of female role models in Jewish Bible textbooks : a study in the history of biblical interpretation and its application to Jewish school curricula. (Doctoral Dissertation). McGill University. Retrieved from http://digitool.library.mcgill.ca/thesisfile41646.pdf

Chicago Manual of Style (16th Edition):

Kramer, Phyllis Silverman. “Sexual stereotyping and the manipulation of female role models in Jewish Bible textbooks : a study in the history of biblical interpretation and its application to Jewish school curricula.” 1994. Doctoral Dissertation, McGill University. Accessed September 23, 2019. http://digitool.library.mcgill.ca/thesisfile41646.pdf.

MLA Handbook (7th Edition):

Kramer, Phyllis Silverman. “Sexual stereotyping and the manipulation of female role models in Jewish Bible textbooks : a study in the history of biblical interpretation and its application to Jewish school curricula.” 1994. Web. 23 Sep 2019.

Vancouver:

Kramer PS. Sexual stereotyping and the manipulation of female role models in Jewish Bible textbooks : a study in the history of biblical interpretation and its application to Jewish school curricula. [Internet] [Doctoral dissertation]. McGill University; 1994. [cited 2019 Sep 23]. Available from: http://digitool.library.mcgill.ca/thesisfile41646.pdf.

Council of Science Editors:

Kramer PS. Sexual stereotyping and the manipulation of female role models in Jewish Bible textbooks : a study in the history of biblical interpretation and its application to Jewish school curricula. [Doctoral Dissertation]. McGill University; 1994. Available from: http://digitool.library.mcgill.ca/thesisfile41646.pdf


University of Toledo

26. Pistorova, Stacey L. Project Study Group: A Narrative Inquiry into how Individual Epistemological Beliefs and Teaching Practices are affected by Participation in a Study Group Implementing the Project Approach.

Degree: PhD, Curriculum and Instruction: Early Childhood Education, 2013, University of Toledo

 Narrative analysis opens up a pedagogical research space to investigate the questions of what do we teach and how, illuminating a deeper understanding of the… (more)

Subjects/Keywords: Early Childhood Education; Education; Epistemology; Teacher Education; Teaching; inquiry-based practices; narrative inquiry; epistemology; personal, practical knowledge; study group

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APA (6th Edition):

Pistorova, S. L. (2013). Project Study Group: A Narrative Inquiry into how Individual Epistemological Beliefs and Teaching Practices are affected by Participation in a Study Group Implementing the Project Approach. (Doctoral Dissertation). University of Toledo. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384296285

Chicago Manual of Style (16th Edition):

Pistorova, Stacey L. “Project Study Group: A Narrative Inquiry into how Individual Epistemological Beliefs and Teaching Practices are affected by Participation in a Study Group Implementing the Project Approach.” 2013. Doctoral Dissertation, University of Toledo. Accessed September 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384296285.

MLA Handbook (7th Edition):

Pistorova, Stacey L. “Project Study Group: A Narrative Inquiry into how Individual Epistemological Beliefs and Teaching Practices are affected by Participation in a Study Group Implementing the Project Approach.” 2013. Web. 23 Sep 2019.

Vancouver:

Pistorova SL. Project Study Group: A Narrative Inquiry into how Individual Epistemological Beliefs and Teaching Practices are affected by Participation in a Study Group Implementing the Project Approach. [Internet] [Doctoral dissertation]. University of Toledo; 2013. [cited 2019 Sep 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384296285.

Council of Science Editors:

Pistorova SL. Project Study Group: A Narrative Inquiry into how Individual Epistemological Beliefs and Teaching Practices are affected by Participation in a Study Group Implementing the Project Approach. [Doctoral Dissertation]. University of Toledo; 2013. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=toledo1384296285


Ohio University

27. Xenos, Anthony J. Teacher Learning in Action: Using Self-Study to Connect Practice with Theory.

Degree: PhD, Curriculum and Instruction (Education), 2014, Ohio University

 The purpose of this research study was to provide an example of teacher learning “in action” that bridged the gap between theory and practice in… (more)

Subjects/Keywords: Teaching; Teacher Education; self-study; gap between theory and practice; teacher learning; professional development; phenomenology; reflection; personal finance

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APA (6th Edition):

Xenos, A. J. (2014). Teacher Learning in Action: Using Self-Study to Connect Practice with Theory. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416422110

Chicago Manual of Style (16th Edition):

Xenos, Anthony J. “Teacher Learning in Action: Using Self-Study to Connect Practice with Theory.” 2014. Doctoral Dissertation, Ohio University. Accessed September 23, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416422110.

MLA Handbook (7th Edition):

Xenos, Anthony J. “Teacher Learning in Action: Using Self-Study to Connect Practice with Theory.” 2014. Web. 23 Sep 2019.

Vancouver:

Xenos AJ. Teacher Learning in Action: Using Self-Study to Connect Practice with Theory. [Internet] [Doctoral dissertation]. Ohio University; 2014. [cited 2019 Sep 23]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416422110.

Council of Science Editors:

Xenos AJ. Teacher Learning in Action: Using Self-Study to Connect Practice with Theory. [Doctoral Dissertation]. Ohio University; 2014. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1416422110


University of Oklahoma

28. Berghaus, Nona Rose. A developmental sequence of content essential to personal money management.

Degree: Educat.D., 1966, University of Oklahoma

Subjects/Keywords: Education, General.; Finance, Personal Study and teaching.

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APA (6th Edition):

Berghaus, N. R. (1966). A developmental sequence of content essential to personal money management. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/2061

Chicago Manual of Style (16th Edition):

Berghaus, Nona Rose. “A developmental sequence of content essential to personal money management.” 1966. Doctoral Dissertation, University of Oklahoma. Accessed September 23, 2019. http://hdl.handle.net/11244/2061.

MLA Handbook (7th Edition):

Berghaus, Nona Rose. “A developmental sequence of content essential to personal money management.” 1966. Web. 23 Sep 2019.

Vancouver:

Berghaus NR. A developmental sequence of content essential to personal money management. [Internet] [Doctoral dissertation]. University of Oklahoma; 1966. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/11244/2061.

Council of Science Editors:

Berghaus NR. A developmental sequence of content essential to personal money management. [Doctoral Dissertation]. University of Oklahoma; 1966. Available from: http://hdl.handle.net/11244/2061


University of Stirling

29. Clarke, Peter Thomas. The Professionalisation of Scottish Football Coaches: A Personal Construct Approach.

Degree: PhD, 2017, University of Stirling

 Sports coaching has struggled to gain credibility as a profession. It has previously been described as a pseudo profession, though in recent years there have… (more)

Subjects/Keywords: Football coaches; Professionalisation; Personal Construct Psychology; Soccer Coaching Scotland; Soccer coaches Training of Scotland.; Coaching (Athletics) Study and teaching

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

APA (6th Edition):

Clarke, P. T. (2017). The Professionalisation of Scottish Football Coaches: A Personal Construct Approach. (Doctoral Dissertation). University of Stirling. Retrieved from http://hdl.handle.net/1893/26824

Chicago Manual of Style (16th Edition):

Clarke, Peter Thomas. “The Professionalisation of Scottish Football Coaches: A Personal Construct Approach.” 2017. Doctoral Dissertation, University of Stirling. Accessed September 23, 2019. http://hdl.handle.net/1893/26824.

MLA Handbook (7th Edition):

Clarke, Peter Thomas. “The Professionalisation of Scottish Football Coaches: A Personal Construct Approach.” 2017. Web. 23 Sep 2019.

Vancouver:

Clarke PT. The Professionalisation of Scottish Football Coaches: A Personal Construct Approach. [Internet] [Doctoral dissertation]. University of Stirling; 2017. [cited 2019 Sep 23]. Available from: http://hdl.handle.net/1893/26824.

Council of Science Editors:

Clarke PT. The Professionalisation of Scottish Football Coaches: A Personal Construct Approach. [Doctoral Dissertation]. University of Stirling; 2017. Available from: http://hdl.handle.net/1893/26824


Brigham Young University

30. Orsak, Rachelle Myler. Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program.

Degree: MA, 2009, Brigham Young University

 Effective professional development is vital for improving mathematics teaching (National Council of Teachers of Mathematics [NCTM], 2007), so studying effective professional development programs is important… (more)

Subjects/Keywords: mathematics education; professional development; transformative experiences; mathematics; teaching; learning; confidence; teachers; case study; qualitative; personal agency; Science and Mathematics Education

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

APA (6th Edition):

Orsak, R. M. (2009). Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2780&context=etd

Chicago Manual of Style (16th Edition):

Orsak, Rachelle Myler. “Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program.” 2009. Masters Thesis, Brigham Young University. Accessed September 23, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2780&context=etd.

MLA Handbook (7th Edition):

Orsak, Rachelle Myler. “Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program.” 2009. Web. 23 Sep 2019.

Vancouver:

Orsak RM. Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program. [Internet] [Masters thesis]. Brigham Young University; 2009. [cited 2019 Sep 23]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2780&context=etd.

Council of Science Editors:

Orsak RM. Uncovering Transformative Experiences: A Case Study of the Transformations Made by one Teacher in a Mathematics Professional Development Program. [Masters Thesis]. Brigham Young University; 2009. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=2780&context=etd

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