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You searched for subject:(Multicultural education United States). Showing records 1 – 30 of 225266 total matches.

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Michigan State University

1. Johnson, Darius O. Becoming culturally responsive : a case study of school level sensemaking.

Degree: 2019, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2019.

"For the last several decades, many educational theorists have advocated for culturally responsive… (more)

Subjects/Keywords: Culturally relevant pedagogy – United States; Educational leadership – United States; Multicultural education – United States; Multicultural education; Educational leadership; Culturally relevant pedagogy; Education

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

APA (6th Edition):

Johnson, D. O. (2019). Becoming culturally responsive : a case study of school level sensemaking. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:48257

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):

Johnson, Darius O. “Becoming culturally responsive : a case study of school level sensemaking.” 2019. Thesis, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:48257.

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

MLA Handbook (7th Edition):

Johnson, Darius O. “Becoming culturally responsive : a case study of school level sensemaking.” 2019. Web. 11 Apr 2021.

Vancouver:

Johnson DO. Becoming culturally responsive : a case study of school level sensemaking. [Internet] [Thesis]. Michigan State University; 2019. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:48257.

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

Council of Science Editors:

Johnson DO. Becoming culturally responsive : a case study of school level sensemaking. [Thesis]. Michigan State University; 2019. Available from: http://etd.lib.msu.edu/islandora/object/etd:48257

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


University of Wisconsin – La Cross

2. Carroll, Kathryn. The influence of race and ethnicity on teachers' perceptions of student behavior.

Degree: 2012, University of Wisconsin – La Cross

 This study addresses the over representation of African American students in special education with labels of emotional or behavioral disorders (EBD). The research addressed the… (more)

Subjects/Keywords: Teachers  – Attitudes.; Discrimination  – United States.; Multicultural education  – United States.

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APA (6th Edition):

Carroll, K. (2012). The influence of race and ethnicity on teachers' perceptions of student behavior. (Thesis). University of Wisconsin – La Cross. Retrieved from http://digital.library.wisc.edu/1793/64751

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):

Carroll, Kathryn. “The influence of race and ethnicity on teachers' perceptions of student behavior.” 2012. Thesis, University of Wisconsin – La Cross. Accessed April 11, 2021. http://digital.library.wisc.edu/1793/64751.

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

MLA Handbook (7th Edition):

Carroll, Kathryn. “The influence of race and ethnicity on teachers' perceptions of student behavior.” 2012. Web. 11 Apr 2021.

Vancouver:

Carroll K. The influence of race and ethnicity on teachers' perceptions of student behavior. [Internet] [Thesis]. University of Wisconsin – La Cross; 2012. [cited 2021 Apr 11]. Available from: http://digital.library.wisc.edu/1793/64751.

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

Council of Science Editors:

Carroll K. The influence of race and ethnicity on teachers' perceptions of student behavior. [Thesis]. University of Wisconsin – La Cross; 2012. Available from: http://digital.library.wisc.edu/1793/64751

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

3. Free, Travella R. Transforming 4-H pedagogy: equity, access, and opportunity for students of color.

Degree: 2015, NC Docks

 The changing racial and ethnic demographics have had a profound effect on 4-H programs. Minoritized populations have dramatically increased, and this has presented a challenge… (more)

Subjects/Keywords: 4-H clubs $z United States; Multicultural education $z United States

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APA (6th Edition):

Free, T. R. (2015). Transforming 4-H pedagogy: equity, access, and opportunity for students of color. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Free_uncg_0154D_11622.pdf

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

Chicago Manual of Style (16th Edition):

Free, Travella R. “Transforming 4-H pedagogy: equity, access, and opportunity for students of color.” 2015. Thesis, NC Docks. Accessed April 11, 2021. http://libres.uncg.edu/ir/uncg/f/Free_uncg_0154D_11622.pdf.

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

MLA Handbook (7th Edition):

Free, Travella R. “Transforming 4-H pedagogy: equity, access, and opportunity for students of color.” 2015. Web. 11 Apr 2021.

Vancouver:

Free TR. Transforming 4-H pedagogy: equity, access, and opportunity for students of color. [Internet] [Thesis]. NC Docks; 2015. [cited 2021 Apr 11]. Available from: http://libres.uncg.edu/ir/uncg/f/Free_uncg_0154D_11622.pdf.

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

Council of Science Editors:

Free TR. Transforming 4-H pedagogy: equity, access, and opportunity for students of color. [Thesis]. NC Docks; 2015. Available from: http://libres.uncg.edu/ir/uncg/f/Free_uncg_0154D_11622.pdf

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


Florida Atlantic University

4. Schaub, Cynthia R. Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse.

Degree: PhD, 2013, Florida Atlantic University

Summary: The purpose of this study was to analyze the development of preservice teachers' beliefs in regard to diversity concepts and issues. The current study… (more)

Subjects/Keywords: Teachers – Training of – United States; Teachers – United States – Attitudes; Teaching – United States – Sociological aspects; Teacher-student relationships; Multicultural education

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APA (6th Edition):

Schaub, C. R. (2013). Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/fcla/dt/3362566

Chicago Manual of Style (16th Edition):

Schaub, Cynthia R. “Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse.” 2013. Doctoral Dissertation, Florida Atlantic University. Accessed April 11, 2021. http://purl.flvc.org/fcla/dt/3362566.

MLA Handbook (7th Edition):

Schaub, Cynthia R. “Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse.” 2013. Web. 11 Apr 2021.

Vancouver:

Schaub CR. Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2013. [cited 2021 Apr 11]. Available from: http://purl.flvc.org/fcla/dt/3362566.

Council of Science Editors:

Schaub CR. Preservice teachers' developing beliefs about diversity as revealed through reflection and discourse. [Doctoral Dissertation]. Florida Atlantic University; 2013. Available from: http://purl.flvc.org/fcla/dt/3362566

5. NC DOCKS at The University of North Carolina at Greensboro; Taylor, Jonita Dunn. I have what it takes: taking a closer look at leadership in culturally diverse schools.

Degree: 2013, NC Docks

 With the face of American schools changing rapidly to reflect a more diverse population, today's educators must work purposefully to create a teaching and learning… (more)

Subjects/Keywords: Multicultural education $z United States; Educational leadership $x Social aspects $z United States; School principals $z United States

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APA (6th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Taylor, J. D. (2013). I have what it takes: taking a closer look at leadership in culturally diverse schools. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/TaylorJonita_uncg_0154D_11318.pdf

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

Chicago Manual of Style (16th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Taylor, Jonita Dunn. “I have what it takes: taking a closer look at leadership in culturally diverse schools.” 2013. Thesis, NC Docks. Accessed April 11, 2021. http://libres.uncg.edu/ir/uncg/f/TaylorJonita_uncg_0154D_11318.pdf.

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

MLA Handbook (7th Edition):

NC DOCKS at The University of North Carolina at Greensboro; Taylor, Jonita Dunn. “I have what it takes: taking a closer look at leadership in culturally diverse schools.” 2013. Web. 11 Apr 2021.

Vancouver:

NC DOCKS at The University of North Carolina at Greensboro; Taylor JD. I have what it takes: taking a closer look at leadership in culturally diverse schools. [Internet] [Thesis]. NC Docks; 2013. [cited 2021 Apr 11]. Available from: http://libres.uncg.edu/ir/uncg/f/TaylorJonita_uncg_0154D_11318.pdf.

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

Council of Science Editors:

NC DOCKS at The University of North Carolina at Greensboro; Taylor JD. I have what it takes: taking a closer look at leadership in culturally diverse schools. [Thesis]. NC Docks; 2013. Available from: http://libres.uncg.edu/ir/uncg/f/TaylorJonita_uncg_0154D_11318.pdf

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

6. Greene, Deborah A. An alternative to the alternatives: considering a progressive possibility for alternative schools.

Degree: 2014, NC Docks

 This dissertation is an exploration of alternative schools that are offered to students who might otherwise be kicked out or drop out of public schools.… (more)

Subjects/Keywords: Alternative schools $z United States; Social justice $x Study and teaching $z United States; Multicultural education $z United States

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APA (6th Edition):

Greene, D. A. (2014). An alternative to the alternatives: considering a progressive possibility for alternative schools. (Thesis). NC Docks. Retrieved from http://libres.uncg.edu/ir/uncg/f/Greene_uncg_0154D_11406.pdf

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

Chicago Manual of Style (16th Edition):

Greene, Deborah A. “An alternative to the alternatives: considering a progressive possibility for alternative schools.” 2014. Thesis, NC Docks. Accessed April 11, 2021. http://libres.uncg.edu/ir/uncg/f/Greene_uncg_0154D_11406.pdf.

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

MLA Handbook (7th Edition):

Greene, Deborah A. “An alternative to the alternatives: considering a progressive possibility for alternative schools.” 2014. Web. 11 Apr 2021.

Vancouver:

Greene DA. An alternative to the alternatives: considering a progressive possibility for alternative schools. [Internet] [Thesis]. NC Docks; 2014. [cited 2021 Apr 11]. Available from: http://libres.uncg.edu/ir/uncg/f/Greene_uncg_0154D_11406.pdf.

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

Council of Science Editors:

Greene DA. An alternative to the alternatives: considering a progressive possibility for alternative schools. [Thesis]. NC Docks; 2014. Available from: http://libres.uncg.edu/ir/uncg/f/Greene_uncg_0154D_11406.pdf

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


Oregon State University

7. Moule, Jean Golson. My journey with preservice teachers : reflecting on teacher characteristics that bridge multicultural education theory and classroom practice.

Degree: PhD, Education, 1997, Oregon State University

 In the past decade, issues related to cultural diversity and pluralism have risen to the forefront in education. The increasing cultural diversity in American classrooms… (more)

Subjects/Keywords: Multicultural education  – United States

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APA (6th Edition):

Moule, J. G. (1997). My journey with preservice teachers : reflecting on teacher characteristics that bridge multicultural education theory and classroom practice. (Doctoral Dissertation). Oregon State University. Retrieved from http://hdl.handle.net/1957/20584

Chicago Manual of Style (16th Edition):

Moule, Jean Golson. “My journey with preservice teachers : reflecting on teacher characteristics that bridge multicultural education theory and classroom practice.” 1997. Doctoral Dissertation, Oregon State University. Accessed April 11, 2021. http://hdl.handle.net/1957/20584.

MLA Handbook (7th Edition):

Moule, Jean Golson. “My journey with preservice teachers : reflecting on teacher characteristics that bridge multicultural education theory and classroom practice.” 1997. Web. 11 Apr 2021.

Vancouver:

Moule JG. My journey with preservice teachers : reflecting on teacher characteristics that bridge multicultural education theory and classroom practice. [Internet] [Doctoral dissertation]. Oregon State University; 1997. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/1957/20584.

Council of Science Editors:

Moule JG. My journey with preservice teachers : reflecting on teacher characteristics that bridge multicultural education theory and classroom practice. [Doctoral Dissertation]. Oregon State University; 1997. Available from: http://hdl.handle.net/1957/20584

8. Spates, Jennifer R. The validation and utilization of the C.A.R.E. self-assessment tool and a comparison of perceived levels of cultural responsiveness in Benwood I and Benwood II schools.

Degree: 2009, University of Tennessee – Chattanooga

 This study was conducted to determine teachers’ perceptions of culturally responsive policies and practices in sixteen elementary schools in Chattanooga, Tennessee. Participants completed a survey… (more)

Subjects/Keywords: Multicultural education  – United States  – Evaluation

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APA (6th Edition):

Spates, J. R. (2009). The validation and utilization of the C.A.R.E. self-assessment tool and a comparison of perceived levels of cultural responsiveness in Benwood I and Benwood II schools. (Doctoral Dissertation). University of Tennessee – Chattanooga. Retrieved from https://scholar.utc.edu/theses/402

Chicago Manual of Style (16th Edition):

Spates, Jennifer R. “The validation and utilization of the C.A.R.E. self-assessment tool and a comparison of perceived levels of cultural responsiveness in Benwood I and Benwood II schools.” 2009. Doctoral Dissertation, University of Tennessee – Chattanooga. Accessed April 11, 2021. https://scholar.utc.edu/theses/402.

MLA Handbook (7th Edition):

Spates, Jennifer R. “The validation and utilization of the C.A.R.E. self-assessment tool and a comparison of perceived levels of cultural responsiveness in Benwood I and Benwood II schools.” 2009. Web. 11 Apr 2021.

Vancouver:

Spates JR. The validation and utilization of the C.A.R.E. self-assessment tool and a comparison of perceived levels of cultural responsiveness in Benwood I and Benwood II schools. [Internet] [Doctoral dissertation]. University of Tennessee – Chattanooga; 2009. [cited 2021 Apr 11]. Available from: https://scholar.utc.edu/theses/402.

Council of Science Editors:

Spates JR. The validation and utilization of the C.A.R.E. self-assessment tool and a comparison of perceived levels of cultural responsiveness in Benwood I and Benwood II schools. [Doctoral Dissertation]. University of Tennessee – Chattanooga; 2009. Available from: https://scholar.utc.edu/theses/402


Western Washington University

9. Doran, Patrick J. Non-Traditional Music Classes in Secondary Public School Music Programs.

Degree: MMus, Music, 2020, Western Washington University

  Abstract As U.S. demographics continue to change and schools become more diverse, music classes have evolved to better reflect their student populations. Music classes… (more)

Subjects/Keywords: Music; School music – Instruction and study – United States; Multicultural education – United States; Educational change – United States; Music – Instruction and study – United States; United States; masters theses

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APA (6th Edition):

Doran, P. J. (2020). Non-Traditional Music Classes in Secondary Public School Music Programs. (Thesis). Western Washington University. Retrieved from https://cedar.wwu.edu/wwuet/979

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):

Doran, Patrick J. “Non-Traditional Music Classes in Secondary Public School Music Programs.” 2020. Thesis, Western Washington University. Accessed April 11, 2021. https://cedar.wwu.edu/wwuet/979.

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

MLA Handbook (7th Edition):

Doran, Patrick J. “Non-Traditional Music Classes in Secondary Public School Music Programs.” 2020. Web. 11 Apr 2021.

Vancouver:

Doran PJ. Non-Traditional Music Classes in Secondary Public School Music Programs. [Internet] [Thesis]. Western Washington University; 2020. [cited 2021 Apr 11]. Available from: https://cedar.wwu.edu/wwuet/979.

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

Council of Science Editors:

Doran PJ. Non-Traditional Music Classes in Secondary Public School Music Programs. [Thesis]. Western Washington University; 2020. Available from: https://cedar.wwu.edu/wwuet/979

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

10. Wright, Erin M. The Relationship between Professional Development and School Psychologists’ Self-Reported Multicultural Competence.

Degree: 2020, University of Wisconsin – Eau Claire

 According to the US Census Bureau (2015), over half of the U.S. population will belong to a racial or ethnic minority group by the year… (more)

Subjects/Keywords: Multicultural education – United States; Education – Social aspects – United States; Public schools – Social aspects – United States; Inclusive education; Minority students – Counseling of – United States

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APA (6th Edition):

Wright, E. M. (2020). The Relationship between Professional Development and School Psychologists’ Self-Reported Multicultural Competence. (Thesis). University of Wisconsin – Eau Claire. Retrieved from http://digital.library.wisc.edu/1793/80872

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):

Wright, Erin M. “The Relationship between Professional Development and School Psychologists’ Self-Reported Multicultural Competence.” 2020. Thesis, University of Wisconsin – Eau Claire. Accessed April 11, 2021. http://digital.library.wisc.edu/1793/80872.

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

MLA Handbook (7th Edition):

Wright, Erin M. “The Relationship between Professional Development and School Psychologists’ Self-Reported Multicultural Competence.” 2020. Web. 11 Apr 2021.

Vancouver:

Wright EM. The Relationship between Professional Development and School Psychologists’ Self-Reported Multicultural Competence. [Internet] [Thesis]. University of Wisconsin – Eau Claire; 2020. [cited 2021 Apr 11]. Available from: http://digital.library.wisc.edu/1793/80872.

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

Council of Science Editors:

Wright EM. The Relationship between Professional Development and School Psychologists’ Self-Reported Multicultural Competence. [Thesis]. University of Wisconsin – Eau Claire; 2020. Available from: http://digital.library.wisc.edu/1793/80872

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


Portland State University

11. Ota, Akiko. Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education.

Degree: Doctor of Education (EdD) in Educational Leadership: Postsecondary Education, Educational Leadership and Policy, 2013, Portland State University

  The U.S. is the leading nation for international students to pursue higher education; the majority of whom are from countries with significant differences in… (more)

Subjects/Keywords: Foreign students  – Education (Higher)  – United States; Chinese students  – Cultural assimilation  – United States; Bilingual, Multilingual, and Multicultural Education; Education

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APA (6th Edition):

Ota, A. (2013). Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/1051

Chicago Manual of Style (16th Edition):

Ota, Akiko. “Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education.” 2013. Doctoral Dissertation, Portland State University. Accessed April 11, 2021. https://pdxscholar.library.pdx.edu/open_access_etds/1051.

MLA Handbook (7th Edition):

Ota, Akiko. “Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education.” 2013. Web. 11 Apr 2021.

Vancouver:

Ota A. Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education. [Internet] [Doctoral dissertation]. Portland State University; 2013. [cited 2021 Apr 11]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1051.

Council of Science Editors:

Ota A. Factors Influencing Social, Cultural, and Academic Transitions of Chinese International ESL Students in U.S. Higher Education. [Doctoral Dissertation]. Portland State University; 2013. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/1051


Michigan State University

12. VanDeusen, Andrea J. A Cultural immersion field experience : examining pre-service music teachers' beliefs about cultural differences.

Degree: 2017, Michigan State University

 With the intent of informing music teacher education practices and developing more culturally responsive and relevant teachers, the purpose of this research was to explore… (more)

Subjects/Keywords: Music teachers – Training; Multicultural education – United States; Education – Social aspects – United States; Cultural awareness; Cultural intelligence; Multicultural education; Education – Social aspects; Music education; Teacher education

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APA (6th Edition):

VanDeusen, A. J. (2017). A Cultural immersion field experience : examining pre-service music teachers' beliefs about cultural differences. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:6665

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):

VanDeusen, Andrea J. “A Cultural immersion field experience : examining pre-service music teachers' beliefs about cultural differences.” 2017. Thesis, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:6665.

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

MLA Handbook (7th Edition):

VanDeusen, Andrea J. “A Cultural immersion field experience : examining pre-service music teachers' beliefs about cultural differences.” 2017. Web. 11 Apr 2021.

Vancouver:

VanDeusen AJ. A Cultural immersion field experience : examining pre-service music teachers' beliefs about cultural differences. [Internet] [Thesis]. Michigan State University; 2017. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:6665.

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

Council of Science Editors:

VanDeusen AJ. A Cultural immersion field experience : examining pre-service music teachers' beliefs about cultural differences. [Thesis]. Michigan State University; 2017. Available from: http://etd.lib.msu.edu/islandora/object/etd:6665

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


Michigan State University

13. Smith, Bradley Jackson. Intercultural experiential learning programs in selected institutions of higher education in the United States.

Degree: PhD, Department of Administration and Curriculum, 1984, Michigan State University

Subjects/Keywords: Multicultural education – United States; Education, Higher – United States

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APA (6th Edition):

Smith, B. J. (1984). Intercultural experiential learning programs in selected institutions of higher education in the United States. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:45892

Chicago Manual of Style (16th Edition):

Smith, Bradley Jackson. “Intercultural experiential learning programs in selected institutions of higher education in the United States.” 1984. Doctoral Dissertation, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:45892.

MLA Handbook (7th Edition):

Smith, Bradley Jackson. “Intercultural experiential learning programs in selected institutions of higher education in the United States.” 1984. Web. 11 Apr 2021.

Vancouver:

Smith BJ. Intercultural experiential learning programs in selected institutions of higher education in the United States. [Internet] [Doctoral dissertation]. Michigan State University; 1984. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:45892.

Council of Science Editors:

Smith BJ. Intercultural experiential learning programs in selected institutions of higher education in the United States. [Doctoral Dissertation]. Michigan State University; 1984. Available from: http://etd.lib.msu.edu/islandora/object/etd:45892


Michigan State University

14. Dao, Vy Van. Critical pedagogy unfold, fold, and re-fold : understanding limitations and promises of critical pedagogy in multicultural education through the post-critical lens.

Degree: 2019, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2019.

To meet increasing need for the preparation of teachers who are going to… (more)

Subjects/Keywords: Multicultural education – Study and teaching (Higher) – United States; Teacher educators – United States; Critical pedagogy – United States; Teachers – Training of – United States; Teachers – Training of; Teacher educators; Multicultural education – Study and teaching (Higher); Critical pedagogy; Pedagogy; Multicultural education; Philosophy

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

APA (6th Edition):

Dao, V. V. (2019). Critical pedagogy unfold, fold, and re-fold : understanding limitations and promises of critical pedagogy in multicultural education through the post-critical lens. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:48207

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):

Dao, Vy Van. “Critical pedagogy unfold, fold, and re-fold : understanding limitations and promises of critical pedagogy in multicultural education through the post-critical lens.” 2019. Thesis, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:48207.

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

MLA Handbook (7th Edition):

Dao, Vy Van. “Critical pedagogy unfold, fold, and re-fold : understanding limitations and promises of critical pedagogy in multicultural education through the post-critical lens.” 2019. Web. 11 Apr 2021.

Vancouver:

Dao VV. Critical pedagogy unfold, fold, and re-fold : understanding limitations and promises of critical pedagogy in multicultural education through the post-critical lens. [Internet] [Thesis]. Michigan State University; 2019. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:48207.

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

Council of Science Editors:

Dao VV. Critical pedagogy unfold, fold, and re-fold : understanding limitations and promises of critical pedagogy in multicultural education through the post-critical lens. [Thesis]. Michigan State University; 2019. Available from: http://etd.lib.msu.edu/islandora/object/etd:48207

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


Texas State University – San Marcos

15. Cano, Jose Luis Jr. Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers.

Degree: MA, Rhetoric and Composition, 2014, Texas State University – San Marcos

 This thesis analyzes the writings of four scholars in Rhetoric and Composition Studies: Rhetorical Listening: Identification, Gender, Whiteness by Krista Ratcliffe; Reading Chinese Fortune Cookie:… (more)

Subjects/Keywords: Ethnic writers; Colonialism; English language – Rhetoric – Study and teaching – United States; Language and culture – United States; Intercultural communication – United States; Multicultural education – United States

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APA (6th Edition):

Cano, J. L. J. (2014). Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers. (Masters Thesis). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5335

Chicago Manual of Style (16th Edition):

Cano, Jose Luis Jr. “Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers.” 2014. Masters Thesis, Texas State University – San Marcos. Accessed April 11, 2021. https://digital.library.txstate.edu/handle/10877/5335.

MLA Handbook (7th Edition):

Cano, Jose Luis Jr. “Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers.” 2014. Web. 11 Apr 2021.

Vancouver:

Cano JLJ. Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers. [Internet] [Masters thesis]. Texas State University – San Marcos; 2014. [cited 2021 Apr 11]. Available from: https://digital.library.txstate.edu/handle/10877/5335.

Council of Science Editors:

Cano JLJ. Writing through Colonialism: Rhetorical Situations and Approaches for Ethnic Writers. [Masters Thesis]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5335


Texas State University – San Marcos

16. Murray-Johnson, Kayon K. Toward a Construct of Balance: Graduate Education Faculty and the Navigation of Difficult Dialogues on Race.

Degree: PhD, Adult, Professional, and Community Education, 2015, Texas State University – San Marcos

 Graduate faculty often engage in the work of facilitating students on issues of race and racism in their diversity related courses. Yet, this task remains… (more)

Subjects/Keywords: Difficult discourses on race; Graduate faculty; Emotions; Identity; Multicultural education – Education (Higher) – United States

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APA (6th Edition):

Murray-Johnson, K. K. (2015). Toward a Construct of Balance: Graduate Education Faculty and the Navigation of Difficult Dialogues on Race. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5885

Chicago Manual of Style (16th Edition):

Murray-Johnson, Kayon K. “Toward a Construct of Balance: Graduate Education Faculty and the Navigation of Difficult Dialogues on Race.” 2015. Doctoral Dissertation, Texas State University – San Marcos. Accessed April 11, 2021. https://digital.library.txstate.edu/handle/10877/5885.

MLA Handbook (7th Edition):

Murray-Johnson, Kayon K. “Toward a Construct of Balance: Graduate Education Faculty and the Navigation of Difficult Dialogues on Race.” 2015. Web. 11 Apr 2021.

Vancouver:

Murray-Johnson KK. Toward a Construct of Balance: Graduate Education Faculty and the Navigation of Difficult Dialogues on Race. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2015. [cited 2021 Apr 11]. Available from: https://digital.library.txstate.edu/handle/10877/5885.

Council of Science Editors:

Murray-Johnson KK. Toward a Construct of Balance: Graduate Education Faculty and the Navigation of Difficult Dialogues on Race. [Doctoral Dissertation]. Texas State University – San Marcos; 2015. Available from: https://digital.library.txstate.edu/handle/10877/5885


Michigan State University

17. Xu, Xiaowen. The influence of the message source's national identity on Chinese international students' attitudes.

Degree: 2014, Michigan State University

Thesis M.A. Michigan State University. Communication 2014.

Although international students' acculturation and psychological status have been studied by cross-cultural scholars, the question of whether they… (more)

Subjects/Keywords: Multicultural education – United States; Students, Foreign – Attitudes; Chinese students – Attitudes; Acculturation; Communication; Multicultural education; Social psychology

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

APA (6th Edition):

Xu, X. (2014). The influence of the message source's national identity on Chinese international students' attitudes. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:2665

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):

Xu, Xiaowen. “The influence of the message source's national identity on Chinese international students' attitudes.” 2014. Thesis, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:2665.

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

MLA Handbook (7th Edition):

Xu, Xiaowen. “The influence of the message source's national identity on Chinese international students' attitudes.” 2014. Web. 11 Apr 2021.

Vancouver:

Xu X. The influence of the message source's national identity on Chinese international students' attitudes. [Internet] [Thesis]. Michigan State University; 2014. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:2665.

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

Council of Science Editors:

Xu X. The influence of the message source's national identity on Chinese international students' attitudes. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:2665

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


Michigan State University

18. Reischl, Catherine Hindman. Telling stories of self in multilingual contexts : beginning and experienced teachers' conversations in an autobiography discussion group.

Degree: PhD, College of Education, 1999, Michigan State University

Subjects/Keywords: Multicultural education – United States; Storytelling – United States

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APA (6th Edition):

Reischl, C. H. (1999). Telling stories of self in multilingual contexts : beginning and experienced teachers' conversations in an autobiography discussion group. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:31016

Chicago Manual of Style (16th Edition):

Reischl, Catherine Hindman. “Telling stories of self in multilingual contexts : beginning and experienced teachers' conversations in an autobiography discussion group.” 1999. Doctoral Dissertation, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:31016.

MLA Handbook (7th Edition):

Reischl, Catherine Hindman. “Telling stories of self in multilingual contexts : beginning and experienced teachers' conversations in an autobiography discussion group.” 1999. Web. 11 Apr 2021.

Vancouver:

Reischl CH. Telling stories of self in multilingual contexts : beginning and experienced teachers' conversations in an autobiography discussion group. [Internet] [Doctoral dissertation]. Michigan State University; 1999. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:31016.

Council of Science Editors:

Reischl CH. Telling stories of self in multilingual contexts : beginning and experienced teachers' conversations in an autobiography discussion group. [Doctoral Dissertation]. Michigan State University; 1999. Available from: http://etd.lib.msu.edu/islandora/object/etd:31016


University of Texas – Austin

19. Hopson, Laura Moon, 1971-. Effectiveness of culturally grounded adaptations of an evidence-based substance abuse prevention program with alternate school students.

Degree: PhD, Social Work, 2006, University of Texas – Austin

Subjects/Keywords: Substance abuse – United States – Prevention; Multicultural education – United States

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APA (6th Edition):

Hopson, Laura Moon, 1. (2006). Effectiveness of culturally grounded adaptations of an evidence-based substance abuse prevention program with alternate school students. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/3443

Chicago Manual of Style (16th Edition):

Hopson, Laura Moon, 1971-. “Effectiveness of culturally grounded adaptations of an evidence-based substance abuse prevention program with alternate school students.” 2006. Doctoral Dissertation, University of Texas – Austin. Accessed April 11, 2021. http://hdl.handle.net/2152/3443.

MLA Handbook (7th Edition):

Hopson, Laura Moon, 1971-. “Effectiveness of culturally grounded adaptations of an evidence-based substance abuse prevention program with alternate school students.” 2006. Web. 11 Apr 2021.

Vancouver:

Hopson, Laura Moon 1. Effectiveness of culturally grounded adaptations of an evidence-based substance abuse prevention program with alternate school students. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2006. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/2152/3443.

Council of Science Editors:

Hopson, Laura Moon 1. Effectiveness of culturally grounded adaptations of an evidence-based substance abuse prevention program with alternate school students. [Doctoral Dissertation]. University of Texas – Austin; 2006. Available from: http://hdl.handle.net/2152/3443


Michigan State University

20. Germain, Martha Hawkes. Worldly teachers : cultural learning and pedagogy.

Degree: PhD, Department of Teacher Education, 1997, Michigan State University

Subjects/Keywords: International education – United States; Multicultural education – United States; Teachers – Training of – United States

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APA (6th Edition):

Germain, M. H. (1997). Worldly teachers : cultural learning and pedagogy. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:26116

Chicago Manual of Style (16th Edition):

Germain, Martha Hawkes. “Worldly teachers : cultural learning and pedagogy.” 1997. Doctoral Dissertation, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:26116.

MLA Handbook (7th Edition):

Germain, Martha Hawkes. “Worldly teachers : cultural learning and pedagogy.” 1997. Web. 11 Apr 2021.

Vancouver:

Germain MH. Worldly teachers : cultural learning and pedagogy. [Internet] [Doctoral dissertation]. Michigan State University; 1997. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:26116.

Council of Science Editors:

Germain MH. Worldly teachers : cultural learning and pedagogy. [Doctoral Dissertation]. Michigan State University; 1997. Available from: http://etd.lib.msu.edu/islandora/object/etd:26116


University of Texas – Austin

21. Lipovski, Leslie Crawford. Teaching AVID: an investigation of pedagogy in a college prepatory program for traditionally underserved youth.

Degree: PhD, Curriculum and Instruction, 2004, University of Texas – Austin

 This dissertation describes a program designed to increase access to advanced courses and increase college attendance rated for underrepresented students. Specifically, this dissertation looks at… (more)

Subjects/Keywords: Minorities – Education – United States; Multicultural education – United States; Educational equalization – United States

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APA (6th Edition):

Lipovski, L. C. (2004). Teaching AVID: an investigation of pedagogy in a college prepatory program for traditionally underserved youth. (Doctoral Dissertation). University of Texas – Austin. Retrieved from http://hdl.handle.net/2152/1122

Chicago Manual of Style (16th Edition):

Lipovski, Leslie Crawford. “Teaching AVID: an investigation of pedagogy in a college prepatory program for traditionally underserved youth.” 2004. Doctoral Dissertation, University of Texas – Austin. Accessed April 11, 2021. http://hdl.handle.net/2152/1122.

MLA Handbook (7th Edition):

Lipovski, Leslie Crawford. “Teaching AVID: an investigation of pedagogy in a college prepatory program for traditionally underserved youth.” 2004. Web. 11 Apr 2021.

Vancouver:

Lipovski LC. Teaching AVID: an investigation of pedagogy in a college prepatory program for traditionally underserved youth. [Internet] [Doctoral dissertation]. University of Texas – Austin; 2004. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/2152/1122.

Council of Science Editors:

Lipovski LC. Teaching AVID: an investigation of pedagogy in a college prepatory program for traditionally underserved youth. [Doctoral Dissertation]. University of Texas – Austin; 2004. Available from: http://hdl.handle.net/2152/1122


Michigan State University

22. Jones, Tracey L. Rethinking parental engagement : perceptions of single African American mothers.

Degree: 2016, Michigan State University

Thesis Ph. D. Michigan State University. Special Education 2016

ABSTRACTRETHINKING PARENTAL ENGAGEMENT: PERCEPTIONS OF SINGLE AFRICAN AMERICAN MOTHERSBy Tracey L. JonesFederal law stresses shared accountability… (more)

Subjects/Keywords: Education, Primary – Parent participation – United States; African American single mothers; Special education – Parent participation – United States; Education, Primary – Parent participation; Special education – Parent participation; Education policy; Special education; Multicultural education

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APA (6th Edition):

Jones, T. L. (2016). Rethinking parental engagement : perceptions of single African American mothers. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:4490

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):

Jones, Tracey L. “Rethinking parental engagement : perceptions of single African American mothers.” 2016. Thesis, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:4490.

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

MLA Handbook (7th Edition):

Jones, Tracey L. “Rethinking parental engagement : perceptions of single African American mothers.” 2016. Web. 11 Apr 2021.

Vancouver:

Jones TL. Rethinking parental engagement : perceptions of single African American mothers. [Internet] [Thesis]. Michigan State University; 2016. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:4490.

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

Council of Science Editors:

Jones TL. Rethinking parental engagement : perceptions of single African American mothers. [Thesis]. Michigan State University; 2016. Available from: http://etd.lib.msu.edu/islandora/object/etd:4490

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


Portland State University

23. Greene, Thomas G. State policy for multicultural education: an inquiry into policy status and administration, 1968-1984.

Degree: Doctor of Education (EdD) in Public School Administration and Supervision, Educational Leadership and Policy, 1984, Portland State University

  This study addresses the growth of multicultural education through a policy analysis paradigm. This study focuses on the growth and current status of multicultural(more)

Subjects/Keywords: Multicultural education  – United States  – States; Education and state  – United States  – States

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APA (6th Edition):

Greene, T. G. (1984). State policy for multicultural education: an inquiry into policy status and administration, 1968-1984. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/776

Chicago Manual of Style (16th Edition):

Greene, Thomas G. “State policy for multicultural education: an inquiry into policy status and administration, 1968-1984.” 1984. Doctoral Dissertation, Portland State University. Accessed April 11, 2021. https://pdxscholar.library.pdx.edu/open_access_etds/776.

MLA Handbook (7th Edition):

Greene, Thomas G. “State policy for multicultural education: an inquiry into policy status and administration, 1968-1984.” 1984. Web. 11 Apr 2021.

Vancouver:

Greene TG. State policy for multicultural education: an inquiry into policy status and administration, 1968-1984. [Internet] [Doctoral dissertation]. Portland State University; 1984. [cited 2021 Apr 11]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/776.

Council of Science Editors:

Greene TG. State policy for multicultural education: an inquiry into policy status and administration, 1968-1984. [Doctoral Dissertation]. Portland State University; 1984. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/776


Michigan State University

24. Jackson, Davena. Black symmetry : carving out a black space in an eleventh grade english class.

Degree: 2019, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2019.

The historical and contemporary concerns about race, racism, anti-Blackness suggest the vital need… (more)

Subjects/Keywords: African American students – Education; Education, Urban – United States; African Americans – Study and teaching; Multicultural education – United States; Literacy – Study and teaching; Motivation in education – United States; Multicultural education; Motivation in education; Education, Urban; African American students; Secondary education

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APA (6th Edition):

Jackson, D. (2019). Black symmetry : carving out a black space in an eleventh grade english class. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:47880

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):

Jackson, Davena. “Black symmetry : carving out a black space in an eleventh grade english class.” 2019. Thesis, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:47880.

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

MLA Handbook (7th Edition):

Jackson, Davena. “Black symmetry : carving out a black space in an eleventh grade english class.” 2019. Web. 11 Apr 2021.

Vancouver:

Jackson D. Black symmetry : carving out a black space in an eleventh grade english class. [Internet] [Thesis]. Michigan State University; 2019. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:47880.

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

Council of Science Editors:

Jackson D. Black symmetry : carving out a black space in an eleventh grade english class. [Thesis]. Michigan State University; 2019. Available from: http://etd.lib.msu.edu/islandora/object/etd:47880

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


University of North Carolina – Greensboro

25. Hartwiger, Alexander. Cosmopolitan pedagogy: reading postcolonial literature in an age of globalization.

Degree: 2010, University of North Carolina – Greensboro

 This project extends debates about cosmopolitanism to the classroom by defining a cosmopolitan pedagogy that fosters students' ethical engagement with difference. By reimagining cosmopolitanism in… (more)

Subjects/Keywords: Critical pedagogy – United States.; Postcolonialism.; Cosmopolitanism – United States.; Multicultural education – United States.

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APA (6th Edition):

Hartwiger, A. (2010). Cosmopolitan pedagogy: reading postcolonial literature in an age of globalization. (Doctoral Dissertation). University of North Carolina – Greensboro. Retrieved from http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4099

Chicago Manual of Style (16th Edition):

Hartwiger, Alexander. “Cosmopolitan pedagogy: reading postcolonial literature in an age of globalization.” 2010. Doctoral Dissertation, University of North Carolina – Greensboro. Accessed April 11, 2021. http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4099.

MLA Handbook (7th Edition):

Hartwiger, Alexander. “Cosmopolitan pedagogy: reading postcolonial literature in an age of globalization.” 2010. Web. 11 Apr 2021.

Vancouver:

Hartwiger A. Cosmopolitan pedagogy: reading postcolonial literature in an age of globalization. [Internet] [Doctoral dissertation]. University of North Carolina – Greensboro; 2010. [cited 2021 Apr 11]. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4099.

Council of Science Editors:

Hartwiger A. Cosmopolitan pedagogy: reading postcolonial literature in an age of globalization. [Doctoral Dissertation]. University of North Carolina – Greensboro; 2010. Available from: http://libres.uncg.edu/ir/listing.aspx?styp=ti&id=4099


Michigan State University

26. Saada, Najwan. Rethinking religious and civic education : hybridity, Othering, and the cultivation of Muslim-American students' identities.

Degree: 2014, Michigan State University

Thesis Ph. D. Michigan State University. Curriculum, Instruction, and Teacher Education 2014.

This dissertation is based on two multiple case studies through which I examined… (more)

Subjects/Keywords: Islamic religious education; Muslim students – United States; Identification (Religion) – Case studies; Citizenship – United States; Agent (Philosophy); Citizenship; Identification (Religion); Muslim students; Religious education; Multicultural education; Sociology of education

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APA (6th Edition):

Saada, N. (2014). Rethinking religious and civic education : hybridity, Othering, and the cultivation of Muslim-American students' identities. (Thesis). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:3259

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):

Saada, Najwan. “Rethinking religious and civic education : hybridity, Othering, and the cultivation of Muslim-American students' identities.” 2014. Thesis, Michigan State University. Accessed April 11, 2021. http://etd.lib.msu.edu/islandora/object/etd:3259.

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

MLA Handbook (7th Edition):

Saada, Najwan. “Rethinking religious and civic education : hybridity, Othering, and the cultivation of Muslim-American students' identities.” 2014. Web. 11 Apr 2021.

Vancouver:

Saada N. Rethinking religious and civic education : hybridity, Othering, and the cultivation of Muslim-American students' identities. [Internet] [Thesis]. Michigan State University; 2014. [cited 2021 Apr 11]. Available from: http://etd.lib.msu.edu/islandora/object/etd:3259.

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

Council of Science Editors:

Saada N. Rethinking religious and civic education : hybridity, Othering, and the cultivation of Muslim-American students' identities. [Thesis]. Michigan State University; 2014. Available from: http://etd.lib.msu.edu/islandora/object/etd:3259

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


University of Oklahoma

27. Tsatoke, Toni. Meeting the Culturally-Related Academic Needs of American Indian Students: A Case Study of Elva John Middle School.

Degree: PhD, 2012, University of Oklahoma

 marginalization, stereotypes) contribute to conflicting and difficult learning environments for American Indian children and other children from marginalized cultural groups. The purpose of this study… (more)

Subjects/Keywords: Indian school children – Ethnic identity; Indians of North America – Education (Middle school); Indian children – Education (Middle school); Multicultural education – United States

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APA (6th Edition):

Tsatoke, T. (2012). Meeting the Culturally-Related Academic Needs of American Indian Students: A Case Study of Elva John Middle School. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/319427

Chicago Manual of Style (16th Edition):

Tsatoke, Toni. “Meeting the Culturally-Related Academic Needs of American Indian Students: A Case Study of Elva John Middle School.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed April 11, 2021. http://hdl.handle.net/11244/319427.

MLA Handbook (7th Edition):

Tsatoke, Toni. “Meeting the Culturally-Related Academic Needs of American Indian Students: A Case Study of Elva John Middle School.” 2012. Web. 11 Apr 2021.

Vancouver:

Tsatoke T. Meeting the Culturally-Related Academic Needs of American Indian Students: A Case Study of Elva John Middle School. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/11244/319427.

Council of Science Editors:

Tsatoke T. Meeting the Culturally-Related Academic Needs of American Indian Students: A Case Study of Elva John Middle School. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/319427


University of Oklahoma

28. Tsatoke, Toni. Meeting the Culturally-Related Academic Needs of American Indian Students: A Case Study of Elva John Middle School.

Degree: PhD, 2012, University of Oklahoma

 marginalization, stereotypes) contribute to conflicting and difficult learning environments for American Indian children and other children from marginalized cultural groups. The purpose of this study… (more)

Subjects/Keywords: Indian school children – Ethnic identity; Indians of North America – Education (Middle school); Indian children – Education (Middle school); Multicultural education – United States

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APA (6th Edition):

Tsatoke, T. (2012). Meeting the Culturally-Related Academic Needs of American Indian Students: A Case Study of Elva John Middle School. (Doctoral Dissertation). University of Oklahoma. Retrieved from http://hdl.handle.net/11244/318477

Chicago Manual of Style (16th Edition):

Tsatoke, Toni. “Meeting the Culturally-Related Academic Needs of American Indian Students: A Case Study of Elva John Middle School.” 2012. Doctoral Dissertation, University of Oklahoma. Accessed April 11, 2021. http://hdl.handle.net/11244/318477.

MLA Handbook (7th Edition):

Tsatoke, Toni. “Meeting the Culturally-Related Academic Needs of American Indian Students: A Case Study of Elva John Middle School.” 2012. Web. 11 Apr 2021.

Vancouver:

Tsatoke T. Meeting the Culturally-Related Academic Needs of American Indian Students: A Case Study of Elva John Middle School. [Internet] [Doctoral dissertation]. University of Oklahoma; 2012. [cited 2021 Apr 11]. Available from: http://hdl.handle.net/11244/318477.

Council of Science Editors:

Tsatoke T. Meeting the Culturally-Related Academic Needs of American Indian Students: A Case Study of Elva John Middle School. [Doctoral Dissertation]. University of Oklahoma; 2012. Available from: http://hdl.handle.net/11244/318477


Ryerson University

29. Royer, Natalie. A Content Analysis Of The Ontario Ministry Of Education's Memorandum PPM No.119: Developing And Implementing Equity And Inclusive Education Policies In Ontario Schools.

Degree: 2013, Ryerson University

 Ontario schools have been criticized for maintaining inequitable practices and environments. To combat this inequity, the Ontario Ministry of Education created the PPM No.119: Developing… (more)

Subjects/Keywords: Inclusive education  – Ontario; Multicultural education  – Ontario; Education and state  – Ontario; Equality  – United States; Social stratification  – United States; Social change; Equality before the law  – Ontario; Race discrimination  – Canada

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

APA (6th Edition):

Royer, N. (2013). A Content Analysis Of The Ontario Ministry Of Education's Memorandum PPM No.119: Developing And Implementing Equity And Inclusive Education Policies In Ontario Schools. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6584

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):

Royer, Natalie. “A Content Analysis Of The Ontario Ministry Of Education's Memorandum PPM No.119: Developing And Implementing Equity And Inclusive Education Policies In Ontario Schools.” 2013. Thesis, Ryerson University. Accessed April 11, 2021. https://digital.library.ryerson.ca/islandora/object/RULA%3A6584.

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

MLA Handbook (7th Edition):

Royer, Natalie. “A Content Analysis Of The Ontario Ministry Of Education's Memorandum PPM No.119: Developing And Implementing Equity And Inclusive Education Policies In Ontario Schools.” 2013. Web. 11 Apr 2021.

Vancouver:

Royer N. A Content Analysis Of The Ontario Ministry Of Education's Memorandum PPM No.119: Developing And Implementing Equity And Inclusive Education Policies In Ontario Schools. [Internet] [Thesis]. Ryerson University; 2013. [cited 2021 Apr 11]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6584.

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

Council of Science Editors:

Royer N. A Content Analysis Of The Ontario Ministry Of Education's Memorandum PPM No.119: Developing And Implementing Equity And Inclusive Education Policies In Ontario Schools. [Thesis]. Ryerson University; 2013. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6584

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

30. Shahmohammadi, Andrea Nasrine. Masked resistance| The Iranian student movement in the United States, 1977 – 1979.

Degree: 2008, University of Maryland, Baltimore County

  In the 1970s Iranian students in the United States were active in working to end the Shah's regime. This study looks at Iranian students’… (more)

Subjects/Keywords: Education, Bilingual and Multicultural; History, United States; Education, History of; Political Science, International Law and Relations

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

APA (6th Edition):

Shahmohammadi, A. N. (2008). Masked resistance| The Iranian student movement in the United States, 1977 – 1979. (Thesis). University of Maryland, Baltimore County. Retrieved from http://pqdtopen.proquest.com/#viewpdf?dispub=1457199

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):

Shahmohammadi, Andrea Nasrine. “Masked resistance| The Iranian student movement in the United States, 1977 – 1979.” 2008. Thesis, University of Maryland, Baltimore County. Accessed April 11, 2021. http://pqdtopen.proquest.com/#viewpdf?dispub=1457199.

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

MLA Handbook (7th Edition):

Shahmohammadi, Andrea Nasrine. “Masked resistance| The Iranian student movement in the United States, 1977 – 1979.” 2008. Web. 11 Apr 2021.

Vancouver:

Shahmohammadi AN. Masked resistance| The Iranian student movement in the United States, 1977 – 1979. [Internet] [Thesis]. University of Maryland, Baltimore County; 2008. [cited 2021 Apr 11]. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1457199.

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

Council of Science Editors:

Shahmohammadi AN. Masked resistance| The Iranian student movement in the United States, 1977 – 1979. [Thesis]. University of Maryland, Baltimore County; 2008. Available from: http://pqdtopen.proquest.com/#viewpdf?dispub=1457199

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

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