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You searched for subject:(Humanizing research). Showing records 1 – 7 of 7 total matches.

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University of Georgia

1. Moulton, Matthew John. Young adolescent identities beyond the single story.

Degree: 2018, University of Georgia

 There are 1.3 million documented students experiencing homelessness enrolled in United States public schools. These students are rarely afforded opportunities to challenge and rehumanize the… (more)

Subjects/Keywords: Education; Middle Grades; Young Adolescent; Homelessness; Homeless; Funds of Identity; Humanizing Research

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

APA (6th Edition):

Moulton, M. J. (2018). Young adolescent identities beyond the single story. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/38473

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):

Moulton, Matthew John. “Young adolescent identities beyond the single story.” 2018. Thesis, University of Georgia. Accessed April 17, 2021. http://hdl.handle.net/10724/38473.

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

MLA Handbook (7th Edition):

Moulton, Matthew John. “Young adolescent identities beyond the single story.” 2018. Web. 17 Apr 2021.

Vancouver:

Moulton MJ. Young adolescent identities beyond the single story. [Internet] [Thesis]. University of Georgia; 2018. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10724/38473.

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

Council of Science Editors:

Moulton MJ. Young adolescent identities beyond the single story. [Thesis]. University of Georgia; 2018. Available from: http://hdl.handle.net/10724/38473

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


University of Alberta

2. Lefebvre, Megan, Elizabeth. Refocusing the focus on adherence to antiretroviral therapy using a community-based participatory research approach.

Degree: PhD, School of Public Health, 2014, University of Alberta

 Adherence to antiretroviral therapy is critical to treatment success. Using an epidemiological and community-based participatory research approach, my thesis reports on two papers related to… (more)

Subjects/Keywords: HIV/AIDS; control; focused ethnography; adherence; qualitative methods; community-based participatory research; knowledge translation; antiretroviral therapy; humanizing healthcare

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

APA (6th Edition):

Lefebvre, Megan, E. (2014). Refocusing the focus on adherence to antiretroviral therapy using a community-based participatory research approach. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/mg74qm58m

Chicago Manual of Style (16th Edition):

Lefebvre, Megan, Elizabeth. “Refocusing the focus on adherence to antiretroviral therapy using a community-based participatory research approach.” 2014. Doctoral Dissertation, University of Alberta. Accessed April 17, 2021. https://era.library.ualberta.ca/files/mg74qm58m.

MLA Handbook (7th Edition):

Lefebvre, Megan, Elizabeth. “Refocusing the focus on adherence to antiretroviral therapy using a community-based participatory research approach.” 2014. Web. 17 Apr 2021.

Vancouver:

Lefebvre, Megan E. Refocusing the focus on adherence to antiretroviral therapy using a community-based participatory research approach. [Internet] [Doctoral dissertation]. University of Alberta; 2014. [cited 2021 Apr 17]. Available from: https://era.library.ualberta.ca/files/mg74qm58m.

Council of Science Editors:

Lefebvre, Megan E. Refocusing the focus on adherence to antiretroviral therapy using a community-based participatory research approach. [Doctoral Dissertation]. University of Alberta; 2014. Available from: https://era.library.ualberta.ca/files/mg74qm58m


University of Maryland

3. daniel, omari. USING HUMANIZING PEDAGOGY TO RE-VISE THE POETRY WRITING WORKSHOP: AN ACTION RESEARCH STUDY ABOUT EXPLORATION AND TRANSFORMATION OF SELF.

Degree: Curriculum and Instruction, 2005, University of Maryland

 ABSTRACT Title of dissertation: USING HUMANIZING PEDAGOGY TO RE-VISE THE POETRY WRITING WORKSHOP: AN ACTION RESEARCH STUDY ABOUT EXPLORATION AND TRANSFORMATION OF SELF Omari Colley… (more)

Subjects/Keywords: Education, Curriculum and Instruction; poetry; humanizing; pedagogy; action research

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

APA (6th Edition):

daniel, o. (2005). USING HUMANIZING PEDAGOGY TO RE-VISE THE POETRY WRITING WORKSHOP: AN ACTION RESEARCH STUDY ABOUT EXPLORATION AND TRANSFORMATION OF SELF. (Thesis). University of Maryland. Retrieved from http://hdl.handle.net/1903/3139

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):

daniel, omari. “USING HUMANIZING PEDAGOGY TO RE-VISE THE POETRY WRITING WORKSHOP: AN ACTION RESEARCH STUDY ABOUT EXPLORATION AND TRANSFORMATION OF SELF.” 2005. Thesis, University of Maryland. Accessed April 17, 2021. http://hdl.handle.net/1903/3139.

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

MLA Handbook (7th Edition):

daniel, omari. “USING HUMANIZING PEDAGOGY TO RE-VISE THE POETRY WRITING WORKSHOP: AN ACTION RESEARCH STUDY ABOUT EXPLORATION AND TRANSFORMATION OF SELF.” 2005. Web. 17 Apr 2021.

Vancouver:

daniel o. USING HUMANIZING PEDAGOGY TO RE-VISE THE POETRY WRITING WORKSHOP: AN ACTION RESEARCH STUDY ABOUT EXPLORATION AND TRANSFORMATION OF SELF. [Internet] [Thesis]. University of Maryland; 2005. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/1903/3139.

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

Council of Science Editors:

daniel o. USING HUMANIZING PEDAGOGY TO RE-VISE THE POETRY WRITING WORKSHOP: AN ACTION RESEARCH STUDY ABOUT EXPLORATION AND TRANSFORMATION OF SELF. [Thesis]. University of Maryland; 2005. Available from: http://hdl.handle.net/1903/3139

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


University of Georgia

4. Vasconcelos, Erika França de Souza. From "I am" to "we could be".

Degree: 2014, University of Georgia

 This critical classroom ethnographic study comes in response to calls for empirical studies that illustrate and model dialogic practices associated with preparing ESOL pre-service teachers… (more)

Subjects/Keywords: ESOL Teacher Education; Multicultural Education; Critical Pedagogy; Dialogue; Dialogic Pedagogy; Humanizing Pedagogy; Collaborative Research; Dialogue as Research Method; Critical Classroom Ethnography; Critical Discourse Analysis

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APA (6th Edition):

Vasconcelos, E. F. d. S. (2014). From "I am" to "we could be". (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/27628

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):

Vasconcelos, Erika França de Souza. “From "I am" to "we could be".” 2014. Thesis, University of Georgia. Accessed April 17, 2021. http://hdl.handle.net/10724/27628.

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

MLA Handbook (7th Edition):

Vasconcelos, Erika França de Souza. “From "I am" to "we could be".” 2014. Web. 17 Apr 2021.

Vancouver:

Vasconcelos EFdS. From "I am" to "we could be". [Internet] [Thesis]. University of Georgia; 2014. [cited 2021 Apr 17]. Available from: http://hdl.handle.net/10724/27628.

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

Council of Science Editors:

Vasconcelos EFdS. From "I am" to "we could be". [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/27628

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

5. Whalen, Andrew Donovan. Supervising Toward Culturally Relevant Pedagogy: Challenges, Efforts, and SuccessfulPractices Through Middle Childhood Preservice Teaching.

Degree: PhD, EDU Teaching and Learning, 2019, The Ohio State University

 Through the lens of a university supervisor, this year-long dissertation studyfollows humanizing and ethnographic research principles to investigate theconceptualizations, understandings, and experiences of six preservice… (more)

Subjects/Keywords: Education; Multicultural Education; Teacher Education; teacher preparation; preservice teaching; culturally relevant pedagogy; CRP; creative insubordination; critical multicultural education; humanizing research; practitioner inquiry; ethnographic research

…of this study, which take an ethnographic and humanizing research perspective through the… …20 Empirical Critical Multicultural Preservice Teacher Education Research ........... 23… …inclusive research ................................................. 32 Field practicum: Field… …based research ...................................................... 34 Chapter 3… …39 Practitioner inquiry with an ethnographic and humanizing perspective .. 39 Researcher… 

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

APA (6th Edition):

Whalen, A. D. (2019). Supervising Toward Culturally Relevant Pedagogy: Challenges, Efforts, and SuccessfulPractices Through Middle Childhood Preservice Teaching. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu155714255919126

Chicago Manual of Style (16th Edition):

Whalen, Andrew Donovan. “Supervising Toward Culturally Relevant Pedagogy: Challenges, Efforts, and SuccessfulPractices Through Middle Childhood Preservice Teaching.” 2019. Doctoral Dissertation, The Ohio State University. Accessed April 17, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=osu155714255919126.

MLA Handbook (7th Edition):

Whalen, Andrew Donovan. “Supervising Toward Culturally Relevant Pedagogy: Challenges, Efforts, and SuccessfulPractices Through Middle Childhood Preservice Teaching.” 2019. Web. 17 Apr 2021.

Vancouver:

Whalen AD. Supervising Toward Culturally Relevant Pedagogy: Challenges, Efforts, and SuccessfulPractices Through Middle Childhood Preservice Teaching. [Internet] [Doctoral dissertation]. The Ohio State University; 2019. [cited 2021 Apr 17]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu155714255919126.

Council of Science Editors:

Whalen AD. Supervising Toward Culturally Relevant Pedagogy: Challenges, Efforts, and SuccessfulPractices Through Middle Childhood Preservice Teaching. [Doctoral Dissertation]. The Ohio State University; 2019. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu155714255919126


Queens University

6. Bascope Alipaz, Alejandro. Bien Orgullosx: Communicating Narratives of Pride from Youth in El Alto .

Degree: Cultural Studies, Queens University

 El Alto is a young Bolivian city with a majority young population mainly formed by migrants of rural/indigenous origins. Historically, social research based on El… (more)

Subjects/Keywords: Pain Narratives ; Pride ; Youth ; El Alto ; Desire Narrative ; PAR ; Participant Action Research ; Community Based Research ; Grounded Theory ; Photovoice ; Cultural pride ; Bolivia ; Pride narrative ; Selfreflexive ; Humanizing research ; Refusal ; in situ categorization ; constant comparative method ; Community based ; audio visual ; visual narratives ; pride narratives ; communication

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APA (6th Edition):

Bascope Alipaz, A. (n.d.). Bien Orgullosx: Communicating Narratives of Pride from Youth in El Alto . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/26461

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16th Edition):

Bascope Alipaz, Alejandro. “Bien Orgullosx: Communicating Narratives of Pride from Youth in El Alto .” Thesis, Queens University. Accessed April 17, 2021. http://hdl.handle.net/1974/26461.

Note: this citation may be lacking information needed for this citation format:
No year of publication.
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7th Edition):

Bascope Alipaz, Alejandro. “Bien Orgullosx: Communicating Narratives of Pride from Youth in El Alto .” Web. 17 Apr 2021.

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

Vancouver:

Bascope Alipaz A. Bien Orgullosx: Communicating Narratives of Pride from Youth in El Alto . [Internet] [Thesis]. Queens University; [cited 2021 Apr 17]. Available from: http://hdl.handle.net/1974/26461.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.

Council of Science Editors:

Bascope Alipaz A. Bien Orgullosx: Communicating Narratives of Pride from Youth in El Alto . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/26461

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation
No year of publication.


Texas State University – San Marcos

7. Ross, Julia Elizabeth. Educational Life History of an Early College High School Valedictorian.

Degree: MA, Developmental Education, 2016, Texas State University – San Marcos

No abstract prepared. Advisors/Committee Members: Aragon, Steven (advisor), Paulson, Eric (advisor), Pimentel, Charise (committee member).

Subjects/Keywords: Early college high school; College readiness; Humanizing research; Ethic of care; Language ideology; Narrative analysis; Critical race theory; Hispanic American high school students – Texas; Hispanic American college students – Texas; Educational acceleration – Texas; Racism in education; Discrimination in education

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

APA (6th Edition):

Ross, J. E. (2016). Educational Life History of an Early College High School Valedictorian. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/6419

Chicago Manual of Style (16th Edition):

Ross, Julia Elizabeth. “Educational Life History of an Early College High School Valedictorian.” 2016. Masters Thesis, Texas State University – San Marcos. Accessed April 17, 2021. https://digital.library.txstate.edu/handle/10877/6419.

MLA Handbook (7th Edition):

Ross, Julia Elizabeth. “Educational Life History of an Early College High School Valedictorian.” 2016. Web. 17 Apr 2021.

Vancouver:

Ross JE. Educational Life History of an Early College High School Valedictorian. [Internet] [Masters thesis]. Texas State University – San Marcos; 2016. [cited 2021 Apr 17]. Available from: https://digital.library.txstate.edu/handle/10877/6419.

Council of Science Editors:

Ross JE. Educational Life History of an Early College High School Valedictorian. [Masters Thesis]. Texas State University – San Marcos; 2016. Available from: https://digital.library.txstate.edu/handle/10877/6419

.