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You searched for subject:(Indigenous curriculum AND research). Showing records 1 – 30 of 1587 total matches.

[1] [2] [3] [4] [5] … [53]

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University of Alberta

1. Wiseman, Dawn. Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula.

Degree: PhD, Department of Secondary Education, 2016, University of Alberta

 This inquiry engages with the complexity of bringing Indigenous and Western ways of knowing, being, and doing together; both in K-12 science curricula and research.… (more)

Subjects/Keywords: Emergence; Indigenous research methodolodies; Indigenous ways of knowing; Curriculum studies; Hermeneutics; Science education; Integration

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APA (6th Edition):

Wiseman, D. (2016). Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ctt44pm87m

Chicago Manual of Style (16th Edition):

Wiseman, Dawn. “Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula.” 2016. Doctoral Dissertation, University of Alberta. Accessed June 19, 2019. https://era.library.ualberta.ca/files/ctt44pm87m.

MLA Handbook (7th Edition):

Wiseman, Dawn. “Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula.” 2016. Web. 19 Jun 2019.

Vancouver:

Wiseman D. Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2019 Jun 19]. Available from: https://era.library.ualberta.ca/files/ctt44pm87m.

Council of Science Editors:

Wiseman D. Acts of living with: Being, doing, and coming to understand Indigenous perspectives alongside science curricula. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/ctt44pm87m


Northeastern University

2. Noyes, Kathleen. Stories of educational journeys: indigenous learning & socio-cultural approach in education.

Degree: EdD, School of Education, 2013, Northeastern University

 Rose is a 5th grade indigenous child riding a school bus to school, which is a 90 minute round trip. She is tired and hungry… (more)

Subjects/Keywords: Culturally Responsive Curriculum; Indigenous learning; Vygotsky's Socio-Cultural Theory; Bilingual, Multilingual, and Multicultural Education; Curriculum and Social Inquiry; Education; Educational Assessment, Evaluation, and Research

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APA (6th Edition):

Noyes, K. (2013). Stories of educational journeys: indigenous learning & socio-cultural approach in education. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003344

Chicago Manual of Style (16th Edition):

Noyes, Kathleen. “Stories of educational journeys: indigenous learning & socio-cultural approach in education.” 2013. Doctoral Dissertation, Northeastern University. Accessed June 19, 2019. http://hdl.handle.net/2047/d20003344.

MLA Handbook (7th Edition):

Noyes, Kathleen. “Stories of educational journeys: indigenous learning & socio-cultural approach in education.” 2013. Web. 19 Jun 2019.

Vancouver:

Noyes K. Stories of educational journeys: indigenous learning & socio-cultural approach in education. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2047/d20003344.

Council of Science Editors:

Noyes K. Stories of educational journeys: indigenous learning & socio-cultural approach in education. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003344


University of Alberta

3. Tinkham, Jennifer R. That’s not my history! Examining the role of personal counter-narratives in decolonizing Canadian history for Mi’kmaw students.

Degree: PhD, Department of Elementary Education, 2013, University of Alberta

 This doctoral research examines personal narratives of current and former Mi’kmaw students to discover how they situate their own understandings and narratives of Canadian history… (more)

Subjects/Keywords: First Nations Education; Social Studies Education; Aboriginal Education; Nova Scotia; Decolonizing; Culturally Responsible Pedagogy; Canadian History; Mi'kmaw Education; Indigenous Research Methods; Curriculum and Instruction

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APA (6th Edition):

Tinkham, J. R. (2013). That’s not my history! Examining the role of personal counter-narratives in decolonizing Canadian history for Mi’kmaw students. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/1n79h496j

Chicago Manual of Style (16th Edition):

Tinkham, Jennifer R. “That’s not my history! Examining the role of personal counter-narratives in decolonizing Canadian history for Mi’kmaw students.” 2013. Doctoral Dissertation, University of Alberta. Accessed June 19, 2019. https://era.library.ualberta.ca/files/1n79h496j.

MLA Handbook (7th Edition):

Tinkham, Jennifer R. “That’s not my history! Examining the role of personal counter-narratives in decolonizing Canadian history for Mi’kmaw students.” 2013. Web. 19 Jun 2019.

Vancouver:

Tinkham JR. That’s not my history! Examining the role of personal counter-narratives in decolonizing Canadian history for Mi’kmaw students. [Internet] [Doctoral dissertation]. University of Alberta; 2013. [cited 2019 Jun 19]. Available from: https://era.library.ualberta.ca/files/1n79h496j.

Council of Science Editors:

Tinkham JR. That’s not my history! Examining the role of personal counter-narratives in decolonizing Canadian history for Mi’kmaw students. [Doctoral Dissertation]. University of Alberta; 2013. Available from: https://era.library.ualberta.ca/files/1n79h496j


University of Saskatchewan

4. View, Ted 1976-. Mîyo Pîkiskwatitowin (Speaking to Each Other in a Good Way): The Significance of Culture Brokers in Cross-Cultural Collaboration with Aboriginal Peoples.

Degree: 2017, University of Saskatchewan

 This study explores the contribution of culture brokers in bridging dialogue between, on the one hand, Aboriginal Elders and Knowledge Keepers, and on the other,… (more)

Subjects/Keywords: Key words: culture broker; Aboriginal; Elder; science; Aboriginal knowledge; Indigenous research methods; border crossing; oskâpêwis; reflexivity; two-eyed seeing; science curriculum development.

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APA (6th Edition):

View, T. 1. (2017). Mîyo Pîkiskwatitowin (Speaking to Each Other in a Good Way): The Significance of Culture Brokers in Cross-Cultural Collaboration with Aboriginal Peoples. (Thesis). University of Saskatchewan. Retrieved from http://hdl.handle.net/10388/7744

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):

View, Ted 1976-. “Mîyo Pîkiskwatitowin (Speaking to Each Other in a Good Way): The Significance of Culture Brokers in Cross-Cultural Collaboration with Aboriginal Peoples.” 2017. Thesis, University of Saskatchewan. Accessed June 19, 2019. http://hdl.handle.net/10388/7744.

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

MLA Handbook (7th Edition):

View, Ted 1976-. “Mîyo Pîkiskwatitowin (Speaking to Each Other in a Good Way): The Significance of Culture Brokers in Cross-Cultural Collaboration with Aboriginal Peoples.” 2017. Web. 19 Jun 2019.

Vancouver:

View T1. Mîyo Pîkiskwatitowin (Speaking to Each Other in a Good Way): The Significance of Culture Brokers in Cross-Cultural Collaboration with Aboriginal Peoples. [Internet] [Thesis]. University of Saskatchewan; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10388/7744.

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

Council of Science Editors:

View T1. Mîyo Pîkiskwatitowin (Speaking to Each Other in a Good Way): The Significance of Culture Brokers in Cross-Cultural Collaboration with Aboriginal Peoples. [Thesis]. University of Saskatchewan; 2017. Available from: http://hdl.handle.net/10388/7744

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


Universiteit Utrecht

5. Damen, R.H.J. Alignment between veterinary education and veterinary practice.

Degree: 2014, Universiteit Utrecht

 The perception of alumni from curriculum 1995 and curriculum 2001 at the Faculty of Veterinary Medicine Utrecht was studied as well as an adjustment of… (more)

Subjects/Keywords: alumni; survey; research; curriculum 1995; curriculum 2001

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APA (6th Edition):

Damen, R. H. J. (2014). Alignment between veterinary education and veterinary practice. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/294314

Chicago Manual of Style (16th Edition):

Damen, R H J. “Alignment between veterinary education and veterinary practice.” 2014. Masters Thesis, Universiteit Utrecht. Accessed June 19, 2019. http://dspace.library.uu.nl:8080/handle/1874/294314.

MLA Handbook (7th Edition):

Damen, R H J. “Alignment between veterinary education and veterinary practice.” 2014. Web. 19 Jun 2019.

Vancouver:

Damen RHJ. Alignment between veterinary education and veterinary practice. [Internet] [Masters thesis]. Universiteit Utrecht; 2014. [cited 2019 Jun 19]. Available from: http://dspace.library.uu.nl:8080/handle/1874/294314.

Council of Science Editors:

Damen RHJ. Alignment between veterinary education and veterinary practice. [Masters Thesis]. Universiteit Utrecht; 2014. Available from: http://dspace.library.uu.nl:8080/handle/1874/294314


The Ohio State University

6. Nuss, Danielle Lynn. The Integration of Research into U.S. Dental Hygiene Curriculums.

Degree: Master of Dental Hygiene, Dentistry, 2016, The Ohio State University

 AbstractPurpose: The Commission on Dental Accreditation (CODA) implements specific standards concerning knowledge of research ethics, evaluation of scientific literature, and evidence based care. The purpose… (more)

Subjects/Keywords: Dentistry; research, dental hygiene, curriculum

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APA (6th Edition):

Nuss, D. L. (2016). The Integration of Research into U.S. Dental Hygiene Curriculums. (Masters Thesis). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1461315251

Chicago Manual of Style (16th Edition):

Nuss, Danielle Lynn. “The Integration of Research into U.S. Dental Hygiene Curriculums.” 2016. Masters Thesis, The Ohio State University. Accessed June 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1461315251.

MLA Handbook (7th Edition):

Nuss, Danielle Lynn. “The Integration of Research into U.S. Dental Hygiene Curriculums.” 2016. Web. 19 Jun 2019.

Vancouver:

Nuss DL. The Integration of Research into U.S. Dental Hygiene Curriculums. [Internet] [Masters thesis]. The Ohio State University; 2016. [cited 2019 Jun 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461315251.

Council of Science Editors:

Nuss DL. The Integration of Research into U.S. Dental Hygiene Curriculums. [Masters Thesis]. The Ohio State University; 2016. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1461315251


University of Waikato

7. Flavell, William. E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori .

Degree: 2012, University of Waikato

 Learning Languages is a new area in the 2007 New Zealand Curriculum. However there have not been many studies in this subject. Kura Kaupapa Māori,… (more)

Subjects/Keywords: Kaupapa Maori Research; Maori immersion education; Kura Kaupapa Maori; Te Aho Matua; Maori education; Multilingualism; indigenous education; Multilingual education; Bilingualism; Kaupapa Maori methodology; New Zealand Curriculum; foreign language learning; additional language learning; intercultural education; international language learning; curriculum planning; case study approach; Spanish language programme; Kaupapa Maori; curriculum leadership; New Zealand Education

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APA (6th Edition):

Flavell, W. (2012). E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/6471

Chicago Manual of Style (16th Edition):

Flavell, William. “E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori .” 2012. Masters Thesis, University of Waikato. Accessed June 19, 2019. http://hdl.handle.net/10289/6471.

MLA Handbook (7th Edition):

Flavell, William. “E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori .” 2012. Web. 19 Jun 2019.

Vancouver:

Flavell W. E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori . [Internet] [Masters thesis]. University of Waikato; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10289/6471.

Council of Science Editors:

Flavell W. E Toru Ngā Reo: A Case Study of a Spanish Language Programme in a Kura Kaupapa Māori . [Masters Thesis]. University of Waikato; 2012. Available from: http://hdl.handle.net/10289/6471


University of Alberta

8. Chung, Simmee. A Narrative Inquiry into Aboriginal Youth and Families' Experiences of Belonging as Interwoven with Identity Making.

Degree: PhD, Department of Elementary Education, 2016, University of Alberta

 My doctoral research is shaped by my life puzzles, where as a child and youth, I searched to make sense of belonging and who I… (more)

Subjects/Keywords: Urban Aboriginal youth and families; Narrative conceptualizations of belonging and identity; Multi-perspectival Narrative Inquiry; Relational Research; Indigenous curriculum and research; Diversity and inclusive education; Intergenerational reverberations; Building cross cultural understandings; Truth and Reconciliation Commission of Canada (TRC); History and legacies of residential schools, colonization; Spirit of Belonging; Informing teacher practice, policy, curriculum

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APA (6th Edition):

Chung, S. (2016). A Narrative Inquiry into Aboriginal Youth and Families' Experiences of Belonging as Interwoven with Identity Making. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ck0698778p

Chicago Manual of Style (16th Edition):

Chung, Simmee. “A Narrative Inquiry into Aboriginal Youth and Families' Experiences of Belonging as Interwoven with Identity Making.” 2016. Doctoral Dissertation, University of Alberta. Accessed June 19, 2019. https://era.library.ualberta.ca/files/ck0698778p.

MLA Handbook (7th Edition):

Chung, Simmee. “A Narrative Inquiry into Aboriginal Youth and Families' Experiences of Belonging as Interwoven with Identity Making.” 2016. Web. 19 Jun 2019.

Vancouver:

Chung S. A Narrative Inquiry into Aboriginal Youth and Families' Experiences of Belonging as Interwoven with Identity Making. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2019 Jun 19]. Available from: https://era.library.ualberta.ca/files/ck0698778p.

Council of Science Editors:

Chung S. A Narrative Inquiry into Aboriginal Youth and Families' Experiences of Belonging as Interwoven with Identity Making. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/ck0698778p


North Carolina State University

9. Fire, Nancy H. A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College.

Degree: EdD, Adult and Community College Education, 2009, North Carolina State University

 ABSTRACT FIRE, NANCY H. A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College. (Under the direction of Julia Storberg-Walker.) When… (more)

Subjects/Keywords: epistemology; Native American; distance learning; online learning; Cultural Historical Activity Theory (CHAT); E-learning; rural; remote; culturally responsive curriculum; culture; adult learner; Indigenous learner; instructional design; faculty; context and learning; pedagogy; qualitative research; Native Ways of Knowing

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APA (6th Edition):

Fire, N. H. (2009). A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College. (Thesis). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3554

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):

Fire, Nancy H. “A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College.” 2009. Thesis, North Carolina State University. Accessed June 19, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3554.

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

MLA Handbook (7th Edition):

Fire, Nancy H. “A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College.” 2009. Web. 19 Jun 2019.

Vancouver:

Fire NH. A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College. [Internet] [Thesis]. North Carolina State University; 2009. [cited 2019 Jun 19]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3554.

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

Council of Science Editors:

Fire NH. A Contextual Perspective of Traditional Native American Distance Online Learning in a Tribal College. [Thesis]. North Carolina State University; 2009. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3554

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


University of KwaZulu-Natal

10. Samuel, Michael Anthony. The Other and I : Turkish teachers in South Africa.

Degree: 2013, University of KwaZulu-Natal

 Traditionally the analysis of school curriculum draws from the literature of ‘policy implementation analysis’. Instead, this paper focuses on a humanistic and socially responsive philosophy… (more)

Subjects/Keywords: Philosophical underpinning school curriculum; life history research.

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APA (6th Edition):

Samuel, M. A. (2013). The Other and I : Turkish teachers in South Africa. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/11033

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):

Samuel, Michael Anthony. “The Other and I : Turkish teachers in South Africa.” 2013. Thesis, University of KwaZulu-Natal. Accessed June 19, 2019. http://hdl.handle.net/10413/11033.

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

MLA Handbook (7th Edition):

Samuel, Michael Anthony. “The Other and I : Turkish teachers in South Africa.” 2013. Web. 19 Jun 2019.

Vancouver:

Samuel MA. The Other and I : Turkish teachers in South Africa. [Internet] [Thesis]. University of KwaZulu-Natal; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10413/11033.

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

Council of Science Editors:

Samuel MA. The Other and I : Turkish teachers in South Africa. [Thesis]. University of KwaZulu-Natal; 2013. Available from: http://hdl.handle.net/10413/11033

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


Texas A&M University

11. Kalyanaraman, Nivedita. Identification of Long Term Learning Outcomes and Opportunities for Improvement from an Interdisciplinary Course in Architecture, Engineering and Construction.

Degree: 2015, Texas A&M University

 This longitudinal study reports on lessons learned from interdisciplinary courses between architecture and construction science with a mix of graduate and undergraduate students taught at… (more)

Subjects/Keywords: Alumni Research; AEC curriculum; Interdisciplinary studies

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APA (6th Edition):

Kalyanaraman, N. (2015). Identification of Long Term Learning Outcomes and Opportunities for Improvement from an Interdisciplinary Course in Architecture, Engineering and Construction. (Thesis). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/155549

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):

Kalyanaraman, Nivedita. “Identification of Long Term Learning Outcomes and Opportunities for Improvement from an Interdisciplinary Course in Architecture, Engineering and Construction.” 2015. Thesis, Texas A&M University. Accessed June 19, 2019. http://hdl.handle.net/1969.1/155549.

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

MLA Handbook (7th Edition):

Kalyanaraman, Nivedita. “Identification of Long Term Learning Outcomes and Opportunities for Improvement from an Interdisciplinary Course in Architecture, Engineering and Construction.” 2015. Web. 19 Jun 2019.

Vancouver:

Kalyanaraman N. Identification of Long Term Learning Outcomes and Opportunities for Improvement from an Interdisciplinary Course in Architecture, Engineering and Construction. [Internet] [Thesis]. Texas A&M University; 2015. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/1969.1/155549.

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

Council of Science Editors:

Kalyanaraman N. Identification of Long Term Learning Outcomes and Opportunities for Improvement from an Interdisciplinary Course in Architecture, Engineering and Construction. [Thesis]. Texas A&M University; 2015. Available from: http://hdl.handle.net/1969.1/155549

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


University of Technology, Sydney

12. Salmona, M. Engaging casually employed teachers in collaborative curriculum and professional development : change through an action research enquiry in a higher education 'pathways' institution.

Degree: 2009, University of Technology, Sydney

 This thesis is an account of a curriculum reform initiative that took place in 2005 at the Pathways College of Australia (PCA) [a pseudonym]. It… (more)

Subjects/Keywords: Action research.; Professional development.; Curriculum reform.

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APA (6th Edition):

Salmona, M. (2009). Engaging casually employed teachers in collaborative curriculum and professional development : change through an action research enquiry in a higher education 'pathways' institution. (Thesis). University of Technology, Sydney. Retrieved from http://hdl.handle.net/10453/20298

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):

Salmona, M. “Engaging casually employed teachers in collaborative curriculum and professional development : change through an action research enquiry in a higher education 'pathways' institution.” 2009. Thesis, University of Technology, Sydney. Accessed June 19, 2019. http://hdl.handle.net/10453/20298.

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

MLA Handbook (7th Edition):

Salmona, M. “Engaging casually employed teachers in collaborative curriculum and professional development : change through an action research enquiry in a higher education 'pathways' institution.” 2009. Web. 19 Jun 2019.

Vancouver:

Salmona M. Engaging casually employed teachers in collaborative curriculum and professional development : change through an action research enquiry in a higher education 'pathways' institution. [Internet] [Thesis]. University of Technology, Sydney; 2009. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10453/20298.

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

Council of Science Editors:

Salmona M. Engaging casually employed teachers in collaborative curriculum and professional development : change through an action research enquiry in a higher education 'pathways' institution. [Thesis]. University of Technology, Sydney; 2009. Available from: http://hdl.handle.net/10453/20298

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


Penn State University

13. Rosello, Jarod. Everything Imagined is Real.

Degree: PhD, Curriculum and Instruction, 2014, Penn State University

 This arts-based dissertation constructs and explores the relationship between cartoonist and teacher, and seeks to disrupt and expand the possibilities for both cartooning and pedagogy.… (more)

Subjects/Keywords: comics; cartooning; pedagogy; arts-based research; curriculum

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APA (6th Edition):

Rosello, J. (2014). Everything Imagined is Real. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/21881

Chicago Manual of Style (16th Edition):

Rosello, Jarod. “Everything Imagined is Real.” 2014. Doctoral Dissertation, Penn State University. Accessed June 19, 2019. https://etda.libraries.psu.edu/catalog/21881.

MLA Handbook (7th Edition):

Rosello, Jarod. “Everything Imagined is Real.” 2014. Web. 19 Jun 2019.

Vancouver:

Rosello J. Everything Imagined is Real. [Internet] [Doctoral dissertation]. Penn State University; 2014. [cited 2019 Jun 19]. Available from: https://etda.libraries.psu.edu/catalog/21881.

Council of Science Editors:

Rosello J. Everything Imagined is Real. [Doctoral Dissertation]. Penn State University; 2014. Available from: https://etda.libraries.psu.edu/catalog/21881


University of Pretoria

14. Wolvaardt, Jacqueline Elizabeth (Liz). Over the conceptual horizon of public health : a living theory of teaching undergraduate medical students.

Degree: Humanities Education, 2014, University of Pretoria

 The health needs of society extend beyond the treatment of the individual and the ill. These needs are at the core of public health which… (more)

Subjects/Keywords: Public health; Action research; Living theory; Practitioner research; Curriculum development; UCTD

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APA (6th Edition):

Wolvaardt, J. E. (. (2014). Over the conceptual horizon of public health : a living theory of teaching undergraduate medical students. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/39798

Chicago Manual of Style (16th Edition):

Wolvaardt, Jacqueline Elizabeth (Liz). “Over the conceptual horizon of public health : a living theory of teaching undergraduate medical students.” 2014. Doctoral Dissertation, University of Pretoria. Accessed June 19, 2019. http://hdl.handle.net/2263/39798.

MLA Handbook (7th Edition):

Wolvaardt, Jacqueline Elizabeth (Liz). “Over the conceptual horizon of public health : a living theory of teaching undergraduate medical students.” 2014. Web. 19 Jun 2019.

Vancouver:

Wolvaardt JE(. Over the conceptual horizon of public health : a living theory of teaching undergraduate medical students. [Internet] [Doctoral dissertation]. University of Pretoria; 2014. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/2263/39798.

Council of Science Editors:

Wolvaardt JE(. Over the conceptual horizon of public health : a living theory of teaching undergraduate medical students. [Doctoral Dissertation]. University of Pretoria; 2014. Available from: http://hdl.handle.net/2263/39798


Miami University

15. Grove, Nathaniel P. A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum.

Degree: PhD, Chemistry, 2008, Miami University

 Many students have described organic chemistry as a "killer course"; its purpose to prevent only but the most worthy students from continuing to professional school.… (more)

Subjects/Keywords: Chemistry; chemistry education research; organic chemistry; spiral curriculum; qualitative research

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APA (6th Edition):

Grove, N. P. (2008). A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum. (Doctoral Dissertation). Miami University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=miami1209601964

Chicago Manual of Style (16th Edition):

Grove, Nathaniel P. “A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum.” 2008. Doctoral Dissertation, Miami University. Accessed June 19, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1209601964.

MLA Handbook (7th Edition):

Grove, Nathaniel P. “A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum.” 2008. Web. 19 Jun 2019.

Vancouver:

Grove NP. A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum. [Internet] [Doctoral dissertation]. Miami University; 2008. [cited 2019 Jun 19]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1209601964.

Council of Science Editors:

Grove NP. A Change in Structure: Meaningful Learning and Cognitive Development in a Spiral, Organic Chemistry Curriculum. [Doctoral Dissertation]. Miami University; 2008. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=miami1209601964


Iowa State University

16. Adams, Barbara Miller. Owning professional development: The power of teacher research.

Degree: 2009, Iowa State University

 Typically teachers experience professional development as something that is presented with minimal opportunity for teacher choice and decision-making. Yet when teachers have the opportunity to… (more)

Subjects/Keywords: classroom research; practitioner research; professional development; teacher research; teaching; Curriculum and Instruction

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

APA (6th Edition):

Adams, B. M. (2009). Owning professional development: The power of teacher research. (Thesis). Iowa State University. Retrieved from https://lib.dr.iastate.edu/etd/10501

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):

Adams, Barbara Miller. “Owning professional development: The power of teacher research.” 2009. Thesis, Iowa State University. Accessed June 19, 2019. https://lib.dr.iastate.edu/etd/10501.

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

MLA Handbook (7th Edition):

Adams, Barbara Miller. “Owning professional development: The power of teacher research.” 2009. Web. 19 Jun 2019.

Vancouver:

Adams BM. Owning professional development: The power of teacher research. [Internet] [Thesis]. Iowa State University; 2009. [cited 2019 Jun 19]. Available from: https://lib.dr.iastate.edu/etd/10501.

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

Council of Science Editors:

Adams BM. Owning professional development: The power of teacher research. [Thesis]. Iowa State University; 2009. Available from: https://lib.dr.iastate.edu/etd/10501

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


Stellenbosch University

17. Ridington, Morgan Thomas Jr. A framework for the evaluation of an international graduate economic development program for nongovernmental organization leaders.

Degree: Curriculum Studies, 2010, Stellenbosch University

Thesis (PhD (Curriculum Studies)) – University of Stellenbosch, 2010.

ENGLISH ABSTRACT: While nongovernmental organizations (NGOs) have existed for several hundred years, their recent surge was largely… (more)

Subjects/Keywords: Curriculum studies; Dissertations  – Curriculum studies; Non-governmental organizations  – South Africa  – Management; Educational accountability; Curriculum development  – South Africa  – Research; Economic development  – Effect of education on  – Research; Curriculum Studies

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

APA (6th Edition):

Ridington, M. T. J. (2010). A framework for the evaluation of an international graduate economic development program for nongovernmental organization leaders. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/4010

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):

Ridington, Morgan Thomas Jr. “A framework for the evaluation of an international graduate economic development program for nongovernmental organization leaders.” 2010. Thesis, Stellenbosch University. Accessed June 19, 2019. http://hdl.handle.net/10019.1/4010.

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

MLA Handbook (7th Edition):

Ridington, Morgan Thomas Jr. “A framework for the evaluation of an international graduate economic development program for nongovernmental organization leaders.” 2010. Web. 19 Jun 2019.

Vancouver:

Ridington MTJ. A framework for the evaluation of an international graduate economic development program for nongovernmental organization leaders. [Internet] [Thesis]. Stellenbosch University; 2010. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10019.1/4010.

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

Council of Science Editors:

Ridington MTJ. A framework for the evaluation of an international graduate economic development program for nongovernmental organization leaders. [Thesis]. Stellenbosch University; 2010. Available from: http://hdl.handle.net/10019.1/4010

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


Victoria University of Wellington

18. Daudau, Patrick. Teachers' Perceptions of Outcomes-Based Science Curriculum: A Case Study from Solomon Islands.

Degree: 2010, Victoria University of Wellington

 The purpose of this study is to contribute to the debate about the appropriateness of an outcomes - based education (OBE) model for curriculum reform… (more)

Subjects/Keywords: Competency based education; Outcomes-Based education; Science curriculum; Qualitative research; Solomon Islands; Curriculum reform

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

APA (6th Edition):

Daudau, P. (2010). Teachers' Perceptions of Outcomes-Based Science Curriculum: A Case Study from Solomon Islands. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/1369

Chicago Manual of Style (16th Edition):

Daudau, Patrick. “Teachers' Perceptions of Outcomes-Based Science Curriculum: A Case Study from Solomon Islands.” 2010. Masters Thesis, Victoria University of Wellington. Accessed June 19, 2019. http://hdl.handle.net/10063/1369.

MLA Handbook (7th Edition):

Daudau, Patrick. “Teachers' Perceptions of Outcomes-Based Science Curriculum: A Case Study from Solomon Islands.” 2010. Web. 19 Jun 2019.

Vancouver:

Daudau P. Teachers' Perceptions of Outcomes-Based Science Curriculum: A Case Study from Solomon Islands. [Internet] [Masters thesis]. Victoria University of Wellington; 2010. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10063/1369.

Council of Science Editors:

Daudau P. Teachers' Perceptions of Outcomes-Based Science Curriculum: A Case Study from Solomon Islands. [Masters Thesis]. Victoria University of Wellington; 2010. Available from: http://hdl.handle.net/10063/1369


Queensland University of Technology

19. Hannant, Kathleen Erin. Student knowledge of curriculum literacies as they enter high school.

Degree: 2014, Queensland University of Technology

 This study explores students' perceptions of their learning, particularly their knowledge of writing, in their first year of high school. Conducted in a large regional… (more)

Subjects/Keywords: curriculum; literacies; Systemic Functional Linguistics; Appraisal; secondary students; writing; Design Based Research; Australian Curriculum

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

APA (6th Edition):

Hannant, K. E. (2014). Student knowledge of curriculum literacies as they enter high school. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/79595/

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):

Hannant, Kathleen Erin. “Student knowledge of curriculum literacies as they enter high school.” 2014. Thesis, Queensland University of Technology. Accessed June 19, 2019. https://eprints.qut.edu.au/79595/.

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

MLA Handbook (7th Edition):

Hannant, Kathleen Erin. “Student knowledge of curriculum literacies as they enter high school.” 2014. Web. 19 Jun 2019.

Vancouver:

Hannant KE. Student knowledge of curriculum literacies as they enter high school. [Internet] [Thesis]. Queensland University of Technology; 2014. [cited 2019 Jun 19]. Available from: https://eprints.qut.edu.au/79595/.

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

Council of Science Editors:

Hannant KE. Student knowledge of curriculum literacies as they enter high school. [Thesis]. Queensland University of Technology; 2014. Available from: https://eprints.qut.edu.au/79595/

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


University of South Carolina

20. Pope, Michelle. Historical Inquiry And Student Perceptions Of Cultural Groups In A Social Studies Classroom.

Degree: EdD, Educational Studies, 2018, University of South Carolina

  This dissertation addresses a problem of practice stemming from the accountability movement and its emphasis on high-stakes testing in the social studies classroom. An… (more)

Subjects/Keywords: Curriculum and Instruction; accountability; action research; ethnocultural empathy; hidden curriculum; high-stakes testing; historical inquiry

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

APA (6th Edition):

Pope, M. (2018). Historical Inquiry And Student Perceptions Of Cultural Groups In A Social Studies Classroom. (Doctoral Dissertation). University of South Carolina. Retrieved from https://scholarcommons.sc.edu/etd/5006

Chicago Manual of Style (16th Edition):

Pope, Michelle. “Historical Inquiry And Student Perceptions Of Cultural Groups In A Social Studies Classroom.” 2018. Doctoral Dissertation, University of South Carolina. Accessed June 19, 2019. https://scholarcommons.sc.edu/etd/5006.

MLA Handbook (7th Edition):

Pope, Michelle. “Historical Inquiry And Student Perceptions Of Cultural Groups In A Social Studies Classroom.” 2018. Web. 19 Jun 2019.

Vancouver:

Pope M. Historical Inquiry And Student Perceptions Of Cultural Groups In A Social Studies Classroom. [Internet] [Doctoral dissertation]. University of South Carolina; 2018. [cited 2019 Jun 19]. Available from: https://scholarcommons.sc.edu/etd/5006.

Council of Science Editors:

Pope M. Historical Inquiry And Student Perceptions Of Cultural Groups In A Social Studies Classroom. [Doctoral Dissertation]. University of South Carolina; 2018. Available from: https://scholarcommons.sc.edu/etd/5006


University of South Africa

21. Mupezeni, Sure. Challenges and prospects of teaching the Doppler Effects at grades 12 .

Degree: 2012, University of South Africa

 This study focuses on challenges and prospects of the teaching of the Doppler Effect to grade 12 learners. The challenges of teaching the Doppler Effect… (more)

Subjects/Keywords: Doppler effect; Grade twelve curriculum; Teaching-approaches; Educational design research activities; Grade 12-curriculum; Physics

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

APA (6th Edition):

Mupezeni, S. (2012). Challenges and prospects of teaching the Doppler Effects at grades 12 . (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/6298

Chicago Manual of Style (16th Edition):

Mupezeni, Sure. “Challenges and prospects of teaching the Doppler Effects at grades 12 .” 2012. Masters Thesis, University of South Africa. Accessed June 19, 2019. http://hdl.handle.net/10500/6298.

MLA Handbook (7th Edition):

Mupezeni, Sure. “Challenges and prospects of teaching the Doppler Effects at grades 12 .” 2012. Web. 19 Jun 2019.

Vancouver:

Mupezeni S. Challenges and prospects of teaching the Doppler Effects at grades 12 . [Internet] [Masters thesis]. University of South Africa; 2012. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10500/6298.

Council of Science Editors:

Mupezeni S. Challenges and prospects of teaching the Doppler Effects at grades 12 . [Masters Thesis]. University of South Africa; 2012. Available from: http://hdl.handle.net/10500/6298


Unitec New Zealand

22. Brewerton, Kyle. Leading the development of thinking for understanding within inquiry.

Degree: 2010, Unitec New Zealand

 The notion of teaching thinking is one that has been discussed extensively in modern education yet it appears teachers, school leaders and policy makers have… (more)

Subjects/Keywords: thinking curriculum; classroom practice; qualitative research; 130299 Curriculum and Pedagogy not elsewhere classified

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APA (6th Edition):

Brewerton, K. (2010). Leading the development of thinking for understanding within inquiry. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/1607

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):

Brewerton, Kyle. “Leading the development of thinking for understanding within inquiry.” 2010. Thesis, Unitec New Zealand. Accessed June 19, 2019. http://hdl.handle.net/10652/1607.

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

MLA Handbook (7th Edition):

Brewerton, Kyle. “Leading the development of thinking for understanding within inquiry.” 2010. Web. 19 Jun 2019.

Vancouver:

Brewerton K. Leading the development of thinking for understanding within inquiry. [Internet] [Thesis]. Unitec New Zealand; 2010. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10652/1607.

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

Council of Science Editors:

Brewerton K. Leading the development of thinking for understanding within inquiry. [Thesis]. Unitec New Zealand; 2010. Available from: http://hdl.handle.net/10652/1607

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


Stellenbosch University

23. Muhapili, Andrew Matumo. Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia.

Degree: MPhil, Curriculum Studies, 2013, Stellenbosch University

Bibliography

Student teachers are faced with the challenge of adapting their teaching so as to accommodate active learning through self-assessment, peer assessment and reflection. The… (more)

Subjects/Keywords: Curriculum studies; Dissertations  – Curriculum studies; Active learning  – Namibia  – Research; Student teachers  – Rating of  – Namibia; Education  – Evaluation; Curriculum Studies; University of Namibia

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

APA (6th Edition):

Muhapili, A. M. (2013). Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/79881

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):

Muhapili, Andrew Matumo. “Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia.” 2013. Thesis, Stellenbosch University. Accessed June 19, 2019. http://hdl.handle.net/10019.1/79881.

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

MLA Handbook (7th Edition):

Muhapili, Andrew Matumo. “Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia.” 2013. Web. 19 Jun 2019.

Vancouver:

Muhapili AM. Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia. [Internet] [Thesis]. Stellenbosch University; 2013. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10019.1/79881.

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

Council of Science Editors:

Muhapili AM. Exploring student teachers' active learning through self-assessment, peer assessment and reflection at Rundu Campus at the University of Namibia. [Thesis]. Stellenbosch University; 2013. Available from: http://hdl.handle.net/10019.1/79881

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


University of South Africa

24. Ramabulana, Nthatheni Simon. Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit.

Degree: 2017, University of South Africa

 The purpose of the research in this mini-dissertation was to explore the perceptions of teachers regarding the implementation of the Curriculum and Assessment Policy Statement… (more)

Subjects/Keywords: Curriculum and Assessment Policy Statement; Teachers’ perceptions; Teacher knowledge; National Curriculum Statement; Curriculum implementation; Critical emancipatory research; Teacher development

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

APA (6th Edition):

Ramabulana, N. S. (2017). Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit. (Masters Thesis). University of South Africa. Retrieved from http://hdl.handle.net/10500/23681

Chicago Manual of Style (16th Edition):

Ramabulana, Nthatheni Simon. “Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit.” 2017. Masters Thesis, University of South Africa. Accessed June 19, 2019. http://hdl.handle.net/10500/23681.

MLA Handbook (7th Edition):

Ramabulana, Nthatheni Simon. “Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit.” 2017. Web. 19 Jun 2019.

Vancouver:

Ramabulana NS. Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit. [Internet] [Masters thesis]. University of South Africa; 2017. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10500/23681.

Council of Science Editors:

Ramabulana NS. Teachers’ perceptions of the implementation of the curriculum assessment policy statement in the Nzhelele West Circuit. [Masters Thesis]. University of South Africa; 2017. Available from: http://hdl.handle.net/10500/23681

25. Schroeder, Carrie J. The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools.

Degree: Doctor of Education (EdD), Leadership Studies, 2013, University of San Francisco

  In 2007, the Catholic bishops of the United States unanimously approved a document entitledDoctrinal Elements of a Curriculum Framework for the Development of Catechetical… (more)

Subjects/Keywords: Bishops' Curriculum Framework; Catholic secondary schools; Participatory Action Research; Qualitative Research; Religious Studies Curriculum; Religious Studies Teachers; Education

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APA (6th Edition):

Schroeder, C. J. (2013). The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/71

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):

Schroeder, Carrie J. “The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools.” 2013. Thesis, University of San Francisco. Accessed June 19, 2019. https://repository.usfca.edu/diss/71.

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

MLA Handbook (7th Edition):

Schroeder, Carrie J. “The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools.” 2013. Web. 19 Jun 2019.

Vancouver:

Schroeder CJ. The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools. [Internet] [Thesis]. University of San Francisco; 2013. [cited 2019 Jun 19]. Available from: https://repository.usfca.edu/diss/71.

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

Council of Science Editors:

Schroeder CJ. The U.S. Conference of Catholic Bishops' Doctrinal Elements of a Curriculum Framework for the Development of Catechetical Materials for Young People of High School Age: Pedagogical and Theological Perspectives of Religious Studies Teachers in U.S. Catholic Secondary Schools. [Thesis]. University of San Francisco; 2013. Available from: https://repository.usfca.edu/diss/71

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

26. Beaman, Jacob J. Teaching a Human Rights Education Through Youth Athletics.

Degree: MAin Human Rights Education (HRE), Education, 2017, University of San Francisco

  Throughout my research and work in education I realized there is often a disconnect between schooling and students especially in low-income areas. It can… (more)

Subjects/Keywords: Human Rights Education; Athletics; Sports; Critical Race Theory; Coach; Team; Teacher as a Facilitator; Child Psychology; Curriculum and Social Inquiry; Educational Assessment, Evaluation, and Research; Educational Leadership; Educational Methods; Educational Psychology; Elementary Education; Elementary Education and Teaching; Health and Physical Education; Health Psychology; Humane Education; Indigenous Education; Junior High, Intermediate, Middle School Education and Teaching; School Psychology; Social and Philosophical Foundations of Education; Sports Studies; Student Counseling and Personnel Services

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

APA (6th Edition):

Beaman, J. J. (2017). Teaching a Human Rights Education Through Youth Athletics. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/capstone/500

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):

Beaman, Jacob J. “Teaching a Human Rights Education Through Youth Athletics.” 2017. Thesis, University of San Francisco. Accessed June 19, 2019. https://repository.usfca.edu/capstone/500.

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

MLA Handbook (7th Edition):

Beaman, Jacob J. “Teaching a Human Rights Education Through Youth Athletics.” 2017. Web. 19 Jun 2019.

Vancouver:

Beaman JJ. Teaching a Human Rights Education Through Youth Athletics. [Internet] [Thesis]. University of San Francisco; 2017. [cited 2019 Jun 19]. Available from: https://repository.usfca.edu/capstone/500.

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

Council of Science Editors:

Beaman JJ. Teaching a Human Rights Education Through Youth Athletics. [Thesis]. University of San Francisco; 2017. Available from: https://repository.usfca.edu/capstone/500

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


University of Canterbury

27. Astall, C. Teaching science: Changes to teaching strategies through incorporating on-line resources.

Degree: School of Sciences and Physical Education, 2009, University of Canterbury

 At a time when student interest in science needs boosting and when a new school curriculum mandates a focus on the nature of science, we… (more)

Subjects/Keywords: Fields of Research::210000 Science-General; Fields of Research::330000 Education::330200 Curriculum Studies

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APA (6th Edition):

Astall, C. (2009). Teaching science: Changes to teaching strategies through incorporating on-line resources. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/3163

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):

Astall, C. “Teaching science: Changes to teaching strategies through incorporating on-line resources.” 2009. Thesis, University of Canterbury. Accessed June 19, 2019. http://hdl.handle.net/10092/3163.

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

MLA Handbook (7th Edition):

Astall, C. “Teaching science: Changes to teaching strategies through incorporating on-line resources.” 2009. Web. 19 Jun 2019.

Vancouver:

Astall C. Teaching science: Changes to teaching strategies through incorporating on-line resources. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10092/3163.

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

Council of Science Editors:

Astall C. Teaching science: Changes to teaching strategies through incorporating on-line resources. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/3163

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


Univerzitet u Beogradu

28. Stakić Savković, Mirjana M., 1973-. Стручно путовање као стваралачка активност у настави књижевности.

Degree: Filološki fakultet, 2016, Univerzitet u Beogradu

Наука о књижевности - Методика наставе књижевности, српска књижевност / Literary theory and criticism - Literature teaching methodology, Serbian literature

У раду се заснива и… (more)

Subjects/Keywords: research trip; creative endeavour; teaching methodology; literature; Romanticism; competence; Curriculum of the Research Trip

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APA (6th Edition):

Stakić Savković, Mirjana M., 1. (2016). Стручно путовање као стваралачка активност у настави књижевности. (Thesis). Univerzitet u Beogradu. Retrieved from https://fedorabg.bg.ac.rs/fedora/get/o:11929/bdef:Content/get

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):

Stakić Savković, Mirjana M., 1973-. “Стручно путовање као стваралачка активност у настави књижевности.” 2016. Thesis, Univerzitet u Beogradu. Accessed June 19, 2019. https://fedorabg.bg.ac.rs/fedora/get/o:11929/bdef:Content/get.

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

MLA Handbook (7th Edition):

Stakić Savković, Mirjana M., 1973-. “Стручно путовање као стваралачка активност у настави књижевности.” 2016. Web. 19 Jun 2019.

Vancouver:

Stakić Savković, Mirjana M. 1. Стручно путовање као стваралачка активност у настави књижевности. [Internet] [Thesis]. Univerzitet u Beogradu; 2016. [cited 2019 Jun 19]. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:11929/bdef:Content/get.

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

Council of Science Editors:

Stakić Savković, Mirjana M. 1. Стручно путовање као стваралачка активност у настави књижевности. [Thesis]. Univerzitet u Beogradu; 2016. Available from: https://fedorabg.bg.ac.rs/fedora/get/o:11929/bdef:Content/get

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


East Carolina University

29. Strickland, Anna. Universal Design for Learning : Access to the General Curriculum for Students with Severe Cognitive Disabilities.

Degree: 2011, East Carolina University

 Students with significant cognitive disabilities need to have access to the general curriculum. The Individuals with Disabilities Education Act of 1997 and the Individuals with… (more)

Subjects/Keywords: Special education – Research; Children with disabilities – Education – Research; Curriculum planning; Teachers – Training of

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

APA (6th Edition):

Strickland, A. (2011). Universal Design for Learning : Access to the General Curriculum for Students with Severe Cognitive Disabilities. (Masters Thesis). East Carolina University. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14817

Chicago Manual of Style (16th Edition):

Strickland, Anna. “Universal Design for Learning : Access to the General Curriculum for Students with Severe Cognitive Disabilities.” 2011. Masters Thesis, East Carolina University. Accessed June 19, 2019. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14817.

MLA Handbook (7th Edition):

Strickland, Anna. “Universal Design for Learning : Access to the General Curriculum for Students with Severe Cognitive Disabilities.” 2011. Web. 19 Jun 2019.

Vancouver:

Strickland A. Universal Design for Learning : Access to the General Curriculum for Students with Severe Cognitive Disabilities. [Internet] [Masters thesis]. East Carolina University; 2011. [cited 2019 Jun 19]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14817.

Council of Science Editors:

Strickland A. Universal Design for Learning : Access to the General Curriculum for Students with Severe Cognitive Disabilities. [Masters Thesis]. East Carolina University; 2011. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=14817


Stellenbosch University

30. Coe, Karen Lee. The process of lesson study as a strategy for the development of teaching in primary schools : a case study in the Western Cape Province, South Africa.

Degree: Curriculum Studies, 2010, Stellenbosch University

Thesis (PhD (Curriculum Studies)) – University of Stellenbosch, 2010.

ENGLISH ABSTRACT: The purpose of this qualitative research study was to determine the value that a group… (more)

Subjects/Keywords: Curriculum studies; Dissertations  – Curriculum studies; Lesson planning  – South Africa  – Research  – Case studies.; Teachers  – Training of  – South Africa  – Research  – Case studies; Curriculum Studies

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

APA (6th Edition):

Coe, K. L. (2010). The process of lesson study as a strategy for the development of teaching in primary schools : a case study in the Western Cape Province, South Africa. (Thesis). Stellenbosch University. Retrieved from http://hdl.handle.net/10019.1/3984

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):

Coe, Karen Lee. “The process of lesson study as a strategy for the development of teaching in primary schools : a case study in the Western Cape Province, South Africa.” 2010. Thesis, Stellenbosch University. Accessed June 19, 2019. http://hdl.handle.net/10019.1/3984.

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

MLA Handbook (7th Edition):

Coe, Karen Lee. “The process of lesson study as a strategy for the development of teaching in primary schools : a case study in the Western Cape Province, South Africa.” 2010. Web. 19 Jun 2019.

Vancouver:

Coe KL. The process of lesson study as a strategy for the development of teaching in primary schools : a case study in the Western Cape Province, South Africa. [Internet] [Thesis]. Stellenbosch University; 2010. [cited 2019 Jun 19]. Available from: http://hdl.handle.net/10019.1/3984.

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

Council of Science Editors:

Coe KL. The process of lesson study as a strategy for the development of teaching in primary schools : a case study in the Western Cape Province, South Africa. [Thesis]. Stellenbosch University; 2010. Available from: http://hdl.handle.net/10019.1/3984

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

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