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University: University of Washington

You searched for subject:(Informal learning ). Showing records 1 – 11 of 11 total matches.

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1. Perin, Suzanne Marie. Architecting Learning Continuities for Families Across Informal Science Experiences.

Degree: PhD, 2016, University of Washington

 By first recognizing the valuable social and scientific practices taking place within families as they learn science together across multiple, everyday settings, this dissertation addresses… (more)

Subjects/Keywords: Family learning; Informal Science; Learning Sciences; Museum; Education; education - seattle

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APA (6th Edition):

Perin, S. M. (2016). Architecting Learning Continuities for Families Across Informal Science Experiences. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/35177

Chicago Manual of Style (16th Edition):

Perin, Suzanne Marie. “Architecting Learning Continuities for Families Across Informal Science Experiences.” 2016. Doctoral Dissertation, University of Washington. Accessed September 22, 2019. http://hdl.handle.net/1773/35177.

MLA Handbook (7th Edition):

Perin, Suzanne Marie. “Architecting Learning Continuities for Families Across Informal Science Experiences.” 2016. Web. 22 Sep 2019.

Vancouver:

Perin SM. Architecting Learning Continuities for Families Across Informal Science Experiences. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1773/35177.

Council of Science Editors:

Perin SM. Architecting Learning Continuities for Families Across Informal Science Experiences. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/35177


University of Washington

2. Campana, Kathleen. The Multimodal Power of Storytime: Exploring an Information Environment for Young Children.

Degree: PhD, 2018, University of Washington

 During the first five years of life children are undergoing significant amounts of learning and development that provides the foundation for later school and lifelong… (more)

Subjects/Keywords: early learning; informal learning; information environment; multimodality; public libraries; storytimes; Information science; Information science

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APA (6th Edition):

Campana, K. (2018). The Multimodal Power of Storytime: Exploring an Information Environment for Young Children. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/42420

Chicago Manual of Style (16th Edition):

Campana, Kathleen. “The Multimodal Power of Storytime: Exploring an Information Environment for Young Children.” 2018. Doctoral Dissertation, University of Washington. Accessed September 22, 2019. http://hdl.handle.net/1773/42420.

MLA Handbook (7th Edition):

Campana, Kathleen. “The Multimodal Power of Storytime: Exploring an Information Environment for Young Children.” 2018. Web. 22 Sep 2019.

Vancouver:

Campana K. The Multimodal Power of Storytime: Exploring an Information Environment for Young Children. [Internet] [Doctoral dissertation]. University of Washington; 2018. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1773/42420.

Council of Science Editors:

Campana K. The Multimodal Power of Storytime: Exploring an Information Environment for Young Children. [Doctoral Dissertation]. University of Washington; 2018. Available from: http://hdl.handle.net/1773/42420


University of Washington

3. Evans, Sarah Amber. Sparking and Sustaining Adolescent Learning: Embodied Values, Contextualized Literacies, and Developing Identities at the Public Library.

Degree: PhD, 2017, University of Washington

 Any given day, thousands of teenagers enter the nearly 17,000 United States public libraries dotting the nation. With this dissertation, I ask, “How does the… (more)

Subjects/Keywords: adolescents; informal learning; learning sciences; literacies; public libraries; voluntary learning; Educational psychology; Library science; To Be Assigned

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APA (6th Edition):

Evans, S. A. (2017). Sparking and Sustaining Adolescent Learning: Embodied Values, Contextualized Literacies, and Developing Identities at the Public Library. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/39844

Chicago Manual of Style (16th Edition):

Evans, Sarah Amber. “Sparking and Sustaining Adolescent Learning: Embodied Values, Contextualized Literacies, and Developing Identities at the Public Library.” 2017. Doctoral Dissertation, University of Washington. Accessed September 22, 2019. http://hdl.handle.net/1773/39844.

MLA Handbook (7th Edition):

Evans, Sarah Amber. “Sparking and Sustaining Adolescent Learning: Embodied Values, Contextualized Literacies, and Developing Identities at the Public Library.” 2017. Web. 22 Sep 2019.

Vancouver:

Evans SA. Sparking and Sustaining Adolescent Learning: Embodied Values, Contextualized Literacies, and Developing Identities at the Public Library. [Internet] [Doctoral dissertation]. University of Washington; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1773/39844.

Council of Science Editors:

Evans SA. Sparking and Sustaining Adolescent Learning: Embodied Values, Contextualized Literacies, and Developing Identities at the Public Library. [Doctoral Dissertation]. University of Washington; 2017. Available from: http://hdl.handle.net/1773/39844


University of Washington

4. Colbert, Leonor Alicia. Practice-based Perspectives on the Interpretive Planning Process.

Degree: 2017, University of Washington

 Due in part to its idiosyncratic nature, interpretive planning is routinely described as both an art and a science; existing literature puts forth a significant… (more)

Subjects/Keywords: Informal learning; Interpretation; Interpretive planning; Museums; Museum studies; Education; Instructional design; Museology

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APA (6th Edition):

Colbert, L. A. (2017). Practice-based Perspectives on the Interpretive Planning Process. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/39766

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):

Colbert, Leonor Alicia. “Practice-based Perspectives on the Interpretive Planning Process.” 2017. Thesis, University of Washington. Accessed September 22, 2019. http://hdl.handle.net/1773/39766.

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

MLA Handbook (7th Edition):

Colbert, Leonor Alicia. “Practice-based Perspectives on the Interpretive Planning Process.” 2017. Web. 22 Sep 2019.

Vancouver:

Colbert LA. Practice-based Perspectives on the Interpretive Planning Process. [Internet] [Thesis]. University of Washington; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1773/39766.

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

Council of Science Editors:

Colbert LA. Practice-based Perspectives on the Interpretive Planning Process. [Thesis]. University of Washington; 2017. Available from: http://hdl.handle.net/1773/39766

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


University of Washington

5. Linsin, Tavis Nathanael. Music Learning Networks: Supporting the Music Learning of Adolescents.

Degree: PhD, 2016, University of Washington

 The ways young musicians engage with and learn music are evolving. Technological advances, changes in the nature of schooling, the developing music landscape, shifting availability… (more)

Subjects/Keywords: inequality; informal learning; music; music education; social networks; Education; Music education; Multicultural education; education - seattle

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APA (6th Edition):

Linsin, T. N. (2016). Music Learning Networks: Supporting the Music Learning of Adolescents. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/37101

Chicago Manual of Style (16th Edition):

Linsin, Tavis Nathanael. “Music Learning Networks: Supporting the Music Learning of Adolescents.” 2016. Doctoral Dissertation, University of Washington. Accessed September 22, 2019. http://hdl.handle.net/1773/37101.

MLA Handbook (7th Edition):

Linsin, Tavis Nathanael. “Music Learning Networks: Supporting the Music Learning of Adolescents.” 2016. Web. 22 Sep 2019.

Vancouver:

Linsin TN. Music Learning Networks: Supporting the Music Learning of Adolescents. [Internet] [Doctoral dissertation]. University of Washington; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1773/37101.

Council of Science Editors:

Linsin TN. Music Learning Networks: Supporting the Music Learning of Adolescents. [Doctoral Dissertation]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/37101


University of Washington

6. Jamerson, Savanna L. Looking for the Goodness: Digital Gamers Constructing Identities across Social Contexts.

Degree: PhD, 2013, University of Washington

 This qualitative study examined the social interactions and identity constructions of ethnically diverse adolescent males from urban, working-class backgrounds in the process of learning and… (more)

Subjects/Keywords: cultural learning context; culturally responsive teaching; digital gaming; informal learning environment; minority males; peer learning; Multicultural education; Educational technology; Cultural resources management; education - seattle

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APA (6th Edition):

Jamerson, S. L. (2013). Looking for the Goodness: Digital Gamers Constructing Identities across Social Contexts. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/22899

Chicago Manual of Style (16th Edition):

Jamerson, Savanna L. “Looking for the Goodness: Digital Gamers Constructing Identities across Social Contexts.” 2013. Doctoral Dissertation, University of Washington. Accessed September 22, 2019. http://hdl.handle.net/1773/22899.

MLA Handbook (7th Edition):

Jamerson, Savanna L. “Looking for the Goodness: Digital Gamers Constructing Identities across Social Contexts.” 2013. Web. 22 Sep 2019.

Vancouver:

Jamerson SL. Looking for the Goodness: Digital Gamers Constructing Identities across Social Contexts. [Internet] [Doctoral dissertation]. University of Washington; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1773/22899.

Council of Science Editors:

Jamerson SL. Looking for the Goodness: Digital Gamers Constructing Identities across Social Contexts. [Doctoral Dissertation]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/22899


University of Washington

7. MORRIS, GRAYSON D. The Power of Participation: Documenting and evaluating a community build project in Pongro Senchey, Phnom Penh, Cambodia.

Degree: 2017, University of Washington

 This thesis documents and evaluates a community build project with the residents of Pongro Senchey. The community is located in the urban periphery of Phnom… (more)

Subjects/Keywords: Community design; Design Activism; Informal Urban Communities Initiative; International Service Learning; Landscape Architecture; Phnom Penh; Cambodia; Landscape architecture; Landscape architecture

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APA (6th Edition):

MORRIS, G. D. (2017). The Power of Participation: Documenting and evaluating a community build project in Pongro Senchey, Phnom Penh, Cambodia. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/38647

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):

MORRIS, GRAYSON D. “The Power of Participation: Documenting and evaluating a community build project in Pongro Senchey, Phnom Penh, Cambodia.” 2017. Thesis, University of Washington. Accessed September 22, 2019. http://hdl.handle.net/1773/38647.

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

MLA Handbook (7th Edition):

MORRIS, GRAYSON D. “The Power of Participation: Documenting and evaluating a community build project in Pongro Senchey, Phnom Penh, Cambodia.” 2017. Web. 22 Sep 2019.

Vancouver:

MORRIS GD. The Power of Participation: Documenting and evaluating a community build project in Pongro Senchey, Phnom Penh, Cambodia. [Internet] [Thesis]. University of Washington; 2017. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1773/38647.

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

Council of Science Editors:

MORRIS GD. The Power of Participation: Documenting and evaluating a community build project in Pongro Senchey, Phnom Penh, Cambodia. [Thesis]. University of Washington; 2017. Available from: http://hdl.handle.net/1773/38647

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


University of Washington

8. Scharon, Catherine. Long-Term Impacts of a Museum School Experience on Science Identity.

Degree: 2016, University of Washington

 While museum schools have proliferated over the past quarter century, little research has examined the outcomes of these formal-informal partnerships. This study investigated the long-… (more)

Subjects/Keywords: informal science education; museums; museum-school partnerships; museum schools; project-based learning; science identity; Museum studies; Science education; Educational psychology; museology

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APA (6th Edition):

Scharon, C. (2016). Long-Term Impacts of a Museum School Experience on Science Identity. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/36374

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):

Scharon, Catherine. “Long-Term Impacts of a Museum School Experience on Science Identity.” 2016. Thesis, University of Washington. Accessed September 22, 2019. http://hdl.handle.net/1773/36374.

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

MLA Handbook (7th Edition):

Scharon, Catherine. “Long-Term Impacts of a Museum School Experience on Science Identity.” 2016. Web. 22 Sep 2019.

Vancouver:

Scharon C. Long-Term Impacts of a Museum School Experience on Science Identity. [Internet] [Thesis]. University of Washington; 2016. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1773/36374.

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

Council of Science Editors:

Scharon C. Long-Term Impacts of a Museum School Experience on Science Identity. [Thesis]. University of Washington; 2016. Available from: http://hdl.handle.net/1773/36374

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


University of Washington

9. Phelps, David. Young Children's Authentic Inquiry Practices.

Degree: PhD, 2019, University of Washington

 This dissertation is comprised of three interlinked studies investigating young children’s authentic inquiry practices. The first article provides a literature synthesis of over two hundred… (more)

Subjects/Keywords: Activity Theory; Authentic Inquiry Practices; Competency; Design-Based Research; Informal Learning; Young Children; Educational psychology; Education - Seattle

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APA (6th Edition):

Phelps, D. (2019). Young Children's Authentic Inquiry Practices. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/44179

Chicago Manual of Style (16th Edition):

Phelps, David. “Young Children's Authentic Inquiry Practices.” 2019. Doctoral Dissertation, University of Washington. Accessed September 22, 2019. http://hdl.handle.net/1773/44179.

MLA Handbook (7th Edition):

Phelps, David. “Young Children's Authentic Inquiry Practices.” 2019. Web. 22 Sep 2019.

Vancouver:

Phelps D. Young Children's Authentic Inquiry Practices. [Internet] [Doctoral dissertation]. University of Washington; 2019. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1773/44179.

Council of Science Editors:

Phelps D. Young Children's Authentic Inquiry Practices. [Doctoral Dissertation]. University of Washington; 2019. Available from: http://hdl.handle.net/1773/44179

10. Marallo, Lauren Ashley. Integrating Art + STEM: An Exploratory Study of Three Science Centers.

Degree: 2014, University of Washington

 Recently there has been increased attention from national organizations, policy makers, and educators on arts integration in educational practice. Arts integration appears in science center… (more)

Subjects/Keywords: Arts Integration; Informal STEM Learning; Science Centers; Museum studies; museology

…initiatives within informal learning settings, as well as continued discussion around the… …learning in interdisciplinary contexts deepens understanding; how art/science collaborations have… …interdisciplinary, STEAM, Arts-based Learning, Art Inquiry, and Art as a Way of Knowing. There also seems… …informal science environments (Harrell, 2010; Smithsonian Office of Policy and Analysis… …learning, there is little research showing how they are using it and measuring its impact… 

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APA (6th Edition):

Marallo, L. A. (2014). Integrating Art + STEM: An Exploratory Study of Three Science Centers. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/27127

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):

Marallo, Lauren Ashley. “Integrating Art + STEM: An Exploratory Study of Three Science Centers.” 2014. Thesis, University of Washington. Accessed September 22, 2019. http://hdl.handle.net/1773/27127.

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

MLA Handbook (7th Edition):

Marallo, Lauren Ashley. “Integrating Art + STEM: An Exploratory Study of Three Science Centers.” 2014. Web. 22 Sep 2019.

Vancouver:

Marallo LA. Integrating Art + STEM: An Exploratory Study of Three Science Centers. [Internet] [Thesis]. University of Washington; 2014. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1773/27127.

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

Council of Science Editors:

Marallo LA. Integrating Art + STEM: An Exploratory Study of Three Science Centers. [Thesis]. University of Washington; 2014. Available from: http://hdl.handle.net/1773/27127

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

11. Petrie, Kaylan Brae. Early Childhood Learning in Preschool Planetarium Programs.

Degree: 2013, University of Washington

 Family groups comprise a significant percentage of the museum visitor population, and many programs are created specifically for young learners (Borun, 2008). One such learning(more)

Subjects/Keywords: Informal learning; Museum education; Planetariums; Preschool; Museum studies; Early childhood education; museology

…early childhood learning and Earth and Space Science education, especially in informal… …in. The existence of dozens of programs on this genre of immersive informal learning… …PROGRAMS & EARLY LEARNING 12 into the informal science learning environment of planetaria. Worth… …nature of informal learning experiences rather than the measurable outcomes either based on… …PLANETARIUM PROGRAMS & EARLY LEARNING 2 Chapter I Introduction Many museums today have… 

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

APA (6th Edition):

Petrie, K. B. (2013). Early Childhood Learning in Preschool Planetarium Programs. (Thesis). University of Washington. Retrieved from http://hdl.handle.net/1773/23525

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):

Petrie, Kaylan Brae. “Early Childhood Learning in Preschool Planetarium Programs.” 2013. Thesis, University of Washington. Accessed September 22, 2019. http://hdl.handle.net/1773/23525.

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

MLA Handbook (7th Edition):

Petrie, Kaylan Brae. “Early Childhood Learning in Preschool Planetarium Programs.” 2013. Web. 22 Sep 2019.

Vancouver:

Petrie KB. Early Childhood Learning in Preschool Planetarium Programs. [Internet] [Thesis]. University of Washington; 2013. [cited 2019 Sep 22]. Available from: http://hdl.handle.net/1773/23525.

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

Council of Science Editors:

Petrie KB. Early Childhood Learning in Preschool Planetarium Programs. [Thesis]. University of Washington; 2013. Available from: http://hdl.handle.net/1773/23525

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

.