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You searched for subject:(Ontario Teacher Education). Showing records 1 – 18 of 18 total matches.

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Ryerson University

1. Khandelwal, Sunita. The voices of South Asian immigrant parents : how they conceptualize, negotiate and develop relationships with their children's schools.

Degree: 2010, Ryerson University

 This study finds out how South Asian immigrant parents conceptualize, negotiate and develop their relationship with their children's schools. The qualitative analysis of interview data… (more)

Subjects/Keywords: Minorities  – Education  – Canada.; South Asian Canadians  – Education  – Ontario  – Toronto.; Education  – Parent participation  – Ontario  – Toronto.; Parent-teacher relationships  – Ontario  – Toronto.; Home and school  – Ontario  – Toronto.; Children of immigrants  – Education  – Ontario  – Toronto.

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APA (6th Edition):

Khandelwal, S. (2010). The voices of South Asian immigrant parents : how they conceptualize, negotiate and develop relationships with their children's schools. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6157

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):

Khandelwal, Sunita. “The voices of South Asian immigrant parents : how they conceptualize, negotiate and develop relationships with their children's schools.” 2010. Thesis, Ryerson University. Accessed September 26, 2020. https://digital.library.ryerson.ca/islandora/object/RULA%3A6157.

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

MLA Handbook (7th Edition):

Khandelwal, Sunita. “The voices of South Asian immigrant parents : how they conceptualize, negotiate and develop relationships with their children's schools.” 2010. Web. 26 Sep 2020.

Vancouver:

Khandelwal S. The voices of South Asian immigrant parents : how they conceptualize, negotiate and develop relationships with their children's schools. [Internet] [Thesis]. Ryerson University; 2010. [cited 2020 Sep 26]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6157.

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

Council of Science Editors:

Khandelwal S. The voices of South Asian immigrant parents : how they conceptualize, negotiate and develop relationships with their children's schools. [Thesis]. Ryerson University; 2010. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6157

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

2. Rubinoff, Teri Seyna. Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies.

Degree: PhD, Education, 2017, York University

Teacher education programs have a responsibility to prepare teachers to support the diverse learning needs of students. However, this rarely includes critical examination of constructions… (more)

Subjects/Keywords: Teacher education; Critical disability studies; Disability studies in education; History of education; Inclusion; Inclusive education; Ontario; Special education; Teacher education

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APA (6th Edition):

Rubinoff, T. S. (2017). Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/33583

Chicago Manual of Style (16th Edition):

Rubinoff, Teri Seyna. “Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies.” 2017. Doctoral Dissertation, York University. Accessed September 26, 2020. http://hdl.handle.net/10315/33583.

MLA Handbook (7th Edition):

Rubinoff, Teri Seyna. “Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies.” 2017. Web. 26 Sep 2020.

Vancouver:

Rubinoff TS. Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies. [Internet] [Doctoral dissertation]. York University; 2017. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10315/33583.

Council of Science Editors:

Rubinoff TS. Reimagining Teacher Education's Response to Disability: From Summer Courses in Auxiliary Education to Disability Studies. [Doctoral Dissertation]. York University; 2017. Available from: http://hdl.handle.net/10315/33583


University of Western Ontario

3. Kassen, Jenny. Beyond Burnout: Educators' Experiences of Mental Health Issues, and Stigma in the Workplace.

Degree: 2016, University of Western Ontario

 This study examines Ontario teachers’ experiences of mental issues (MHI) and identity management in the workplace. Although numerous local and national initiatives exist to help… (more)

Subjects/Keywords: mental health; stigma; identity management; teacher; education; Ontario; Canada; Education; Other Education

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APA (6th Edition):

Kassen, J. (2016). Beyond Burnout: Educators' Experiences of Mental Health Issues, and Stigma in the Workplace. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/4107

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):

Kassen, Jenny. “Beyond Burnout: Educators' Experiences of Mental Health Issues, and Stigma in the Workplace.” 2016. Thesis, University of Western Ontario. Accessed September 26, 2020. https://ir.lib.uwo.ca/etd/4107.

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

MLA Handbook (7th Edition):

Kassen, Jenny. “Beyond Burnout: Educators' Experiences of Mental Health Issues, and Stigma in the Workplace.” 2016. Web. 26 Sep 2020.

Vancouver:

Kassen J. Beyond Burnout: Educators' Experiences of Mental Health Issues, and Stigma in the Workplace. [Internet] [Thesis]. University of Western Ontario; 2016. [cited 2020 Sep 26]. Available from: https://ir.lib.uwo.ca/etd/4107.

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

Council of Science Editors:

Kassen J. Beyond Burnout: Educators' Experiences of Mental Health Issues, and Stigma in the Workplace. [Thesis]. University of Western Ontario; 2016. Available from: https://ir.lib.uwo.ca/etd/4107

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


University of Ottawa

4. Brant, Kiera Kaia'tano:ron. 'But How Does This Help Me?': (Re)Thinking (Re)Conciliation in Teacher Education .

Degree: 2017, University of Ottawa

 Prompted by Canada’s Truth and Reconciliation Commission’s Calls to Action (2015), there has been widespread response throughout Canadian educational institutions to facilitate reconciliation through education.… (more)

Subjects/Keywords: reconciliation; teacher education; Indigenous education; ethical space; Ontario; New Zealand; Aboriginal; Treaty of Waitangi

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APA (6th Edition):

Brant, K. K. (2017). 'But How Does This Help Me?': (Re)Thinking (Re)Conciliation in Teacher Education . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/36972

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):

Brant, Kiera Kaia'tano:ron. “'But How Does This Help Me?': (Re)Thinking (Re)Conciliation in Teacher Education .” 2017. Thesis, University of Ottawa. Accessed September 26, 2020. http://hdl.handle.net/10393/36972.

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

MLA Handbook (7th Edition):

Brant, Kiera Kaia'tano:ron. “'But How Does This Help Me?': (Re)Thinking (Re)Conciliation in Teacher Education .” 2017. Web. 26 Sep 2020.

Vancouver:

Brant KK. 'But How Does This Help Me?': (Re)Thinking (Re)Conciliation in Teacher Education . [Internet] [Thesis]. University of Ottawa; 2017. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10393/36972.

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

Council of Science Editors:

Brant KK. 'But How Does This Help Me?': (Re)Thinking (Re)Conciliation in Teacher Education . [Thesis]. University of Ottawa; 2017. Available from: http://hdl.handle.net/10393/36972

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

5. Sachar, Sonya. Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students.

Degree: PhD, Education, 2018, York University

 In this ethnographic case study, I investigated how Ontario elementary school administrators, teachers, and students legitimize linguistic diversity in one Ontario private elementary school that… (more)

Subjects/Keywords: Education policy; Education; Language; Educational policy; Plurilingualism; Multilingualism; Multilingual and Plurilingual Education; Multiculturalism; Linguistics; Language and Literacy Education; English Language Learners; Ontario Elementary Schools; Ontario Schools; Ontario Private Schools; Ontario Private Elementary Schools; Ontario Ministry of Education Policy; Language Policy in Canada; Ontario Curriculum; Ontario Schooling; Private Schooling; Ontario Teacher Education; Legitimizing Languages; Superdiversity; Translanguaging; Language Policy Issues; Russian-Speaking Community; Cultural Capital; Language as Cultural Capital; Linguistic Authority; Linguistic Identity; Language Negotiation; Cultural and Intellectual Reproduction.

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APA (6th Edition):

Sachar, S. (2018). Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students. (Doctoral Dissertation). York University. Retrieved from http://hdl.handle.net/10315/34368

Chicago Manual of Style (16th Edition):

Sachar, Sonya. “Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students.” 2018. Doctoral Dissertation, York University. Accessed September 26, 2020. http://hdl.handle.net/10315/34368.

MLA Handbook (7th Edition):

Sachar, Sonya. “Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students.” 2018. Web. 26 Sep 2020.

Vancouver:

Sachar S. Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students. [Internet] [Doctoral dissertation]. York University; 2018. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10315/34368.

Council of Science Editors:

Sachar S. Legitimizing Languages in the Classroom: A Case Study of an Ontario Private School for Russian-Speaking Students. [Doctoral Dissertation]. York University; 2018. Available from: http://hdl.handle.net/10315/34368

6. Dusto, Claire. Exploring Teacher Candidates’ Perception of Practicum Placement Within Concurrent Teacher Education in Two Ontario Universities .

Degree: Department of Graduate and Undergraduate Studies in Education, 2014, Brock University

 In this study, teacher candidates’ perception of their concurrent education program at two Ontario universities were examined, with specific emphasis on how the programs utilized… (more)

Subjects/Keywords: practicum; teacher education; concurrent teacher education; Ontario; teacher candidates

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

Dusto, C. (2014). Exploring Teacher Candidates’ Perception of Practicum Placement Within Concurrent Teacher Education in Two Ontario Universities . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/5183

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):

Dusto, Claire. “Exploring Teacher Candidates’ Perception of Practicum Placement Within Concurrent Teacher Education in Two Ontario Universities .” 2014. Thesis, Brock University. Accessed September 26, 2020. http://hdl.handle.net/10464/5183.

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

MLA Handbook (7th Edition):

Dusto, Claire. “Exploring Teacher Candidates’ Perception of Practicum Placement Within Concurrent Teacher Education in Two Ontario Universities .” 2014. Web. 26 Sep 2020.

Vancouver:

Dusto C. Exploring Teacher Candidates’ Perception of Practicum Placement Within Concurrent Teacher Education in Two Ontario Universities . [Internet] [Thesis]. Brock University; 2014. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10464/5183.

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

Council of Science Editors:

Dusto C. Exploring Teacher Candidates’ Perception of Practicum Placement Within Concurrent Teacher Education in Two Ontario Universities . [Thesis]. Brock University; 2014. Available from: http://hdl.handle.net/10464/5183

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


University of Toronto

7. Panjwani, Antum Amin. Representations of Muslim Cultures and Societies in Children's Literature as a Curriculum Resource for Ontario Classrooms: Promises and Prospects.

Degree: PhD, 2017, University of Toronto

 Situated in the context of multiple challenges and possibilities faced by Muslim students and communities in the Western socio-political and educational contexts, this qualitative research… (more)

Subjects/Keywords: Children's Literature; Comparative; International and Development Education; Curriculum Studies; Diversity in Ontario Classrooms; Muslim Children's Literature; Teacher Education; 0727

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APA (6th Edition):

Panjwani, A. A. (2017). Representations of Muslim Cultures and Societies in Children's Literature as a Curriculum Resource for Ontario Classrooms: Promises and Prospects. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/79416

Chicago Manual of Style (16th Edition):

Panjwani, Antum Amin. “Representations of Muslim Cultures and Societies in Children's Literature as a Curriculum Resource for Ontario Classrooms: Promises and Prospects.” 2017. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/79416.

MLA Handbook (7th Edition):

Panjwani, Antum Amin. “Representations of Muslim Cultures and Societies in Children's Literature as a Curriculum Resource for Ontario Classrooms: Promises and Prospects.” 2017. Web. 26 Sep 2020.

Vancouver:

Panjwani AA. Representations of Muslim Cultures and Societies in Children's Literature as a Curriculum Resource for Ontario Classrooms: Promises and Prospects. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/79416.

Council of Science Editors:

Panjwani AA. Representations of Muslim Cultures and Societies in Children's Literature as a Curriculum Resource for Ontario Classrooms: Promises and Prospects. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/79416

8. Currie-Patterson, Natalie. Teachers’ Professional Practice, Policy Enactment, And Indigenous Education In Ontario: A Case Study.

Degree: 2019, University of Western Ontario

 This qualitative case study investigates the research question: How do educators understand and enact government policies on Indigenous education in Ontario? The case study explores… (more)

Subjects/Keywords: Indigenous education; policy enactment; professional knowledge landscape; case study; Ontario education policy; Indigenous Education; Other Education; Other Teacher Education and Professional Development; Secondary Education; Secondary Education and Teaching

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APA (6th Edition):

Currie-Patterson, N. (2019). Teachers’ Professional Practice, Policy Enactment, And Indigenous Education In Ontario: A Case Study. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/6079

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):

Currie-Patterson, Natalie. “Teachers’ Professional Practice, Policy Enactment, And Indigenous Education In Ontario: A Case Study.” 2019. Thesis, University of Western Ontario. Accessed September 26, 2020. https://ir.lib.uwo.ca/etd/6079.

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

MLA Handbook (7th Edition):

Currie-Patterson, Natalie. “Teachers’ Professional Practice, Policy Enactment, And Indigenous Education In Ontario: A Case Study.” 2019. Web. 26 Sep 2020.

Vancouver:

Currie-Patterson N. Teachers’ Professional Practice, Policy Enactment, And Indigenous Education In Ontario: A Case Study. [Internet] [Thesis]. University of Western Ontario; 2019. [cited 2020 Sep 26]. Available from: https://ir.lib.uwo.ca/etd/6079.

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

Council of Science Editors:

Currie-Patterson N. Teachers’ Professional Practice, Policy Enactment, And Indigenous Education In Ontario: A Case Study. [Thesis]. University of Western Ontario; 2019. Available from: https://ir.lib.uwo.ca/etd/6079

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


Brock University

9. Tremblay, R. Brent. A speculative systems model of the dynamic interaction among students, faculty and administration in the community college, with particular reference to intrinsic motivation and the teacher-administrator interface .

Degree: Department of Graduate and Undergraduate Studies in Education, 1979, Brock University

 The challenge the community college faces in helping meet the needs of the living open system of society is examined in this study. It is… (more)

Subjects/Keywords: Community colleges – Ontario.; Interaction analysis in education.; Motivation (Psychology); Teacher-administrator relationships.; Teacher-student relationships.

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APA (6th Edition):

Tremblay, R. B. (1979). A speculative systems model of the dynamic interaction among students, faculty and administration in the community college, with particular reference to intrinsic motivation and the teacher-administrator interface . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/1765

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):

Tremblay, R Brent. “A speculative systems model of the dynamic interaction among students, faculty and administration in the community college, with particular reference to intrinsic motivation and the teacher-administrator interface .” 1979. Thesis, Brock University. Accessed September 26, 2020. http://hdl.handle.net/10464/1765.

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

MLA Handbook (7th Edition):

Tremblay, R Brent. “A speculative systems model of the dynamic interaction among students, faculty and administration in the community college, with particular reference to intrinsic motivation and the teacher-administrator interface .” 1979. Web. 26 Sep 2020.

Vancouver:

Tremblay RB. A speculative systems model of the dynamic interaction among students, faculty and administration in the community college, with particular reference to intrinsic motivation and the teacher-administrator interface . [Internet] [Thesis]. Brock University; 1979. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10464/1765.

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

Council of Science Editors:

Tremblay RB. A speculative systems model of the dynamic interaction among students, faculty and administration in the community college, with particular reference to intrinsic motivation and the teacher-administrator interface . [Thesis]. Brock University; 1979. Available from: http://hdl.handle.net/10464/1765

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

10. Pennycook, Janice. Reforming Ontario Teachers (1990-2010): The Role of the College of Teachers.

Degree: 2014, University of Western Ontario

 This dissertation takes up the idea of the teacher as a professional and examines the period in Ontario between 1990 and 2010 when a change… (more)

Subjects/Keywords: teacher evaluation; education reform; Ontario College of Teachers; governmentality; panopticism; the safe teacher; Education; Other Teacher Education and Professional Development; Teacher Education and Professional Development

teacher evaluation documents and examines the period in Ontario between 1990 and 2010 when a… …change in teacher governance through the creation of the Ontario College of Teachers… …teacher federations, and the Ontario College of Teachers was created. Professionalizing Teacher… …responsibility for the teaching profession from the Ministry of Education (Ontario College of… …the Schools of Ontario (Ontario Department of Education, 1968), this imposed… 

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APA (6th Edition):

Pennycook, J. (2014). Reforming Ontario Teachers (1990-2010): The Role of the College of Teachers. (Thesis). University of Western Ontario. Retrieved from https://ir.lib.uwo.ca/etd/2478

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):

Pennycook, Janice. “Reforming Ontario Teachers (1990-2010): The Role of the College of Teachers.” 2014. Thesis, University of Western Ontario. Accessed September 26, 2020. https://ir.lib.uwo.ca/etd/2478.

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

MLA Handbook (7th Edition):

Pennycook, Janice. “Reforming Ontario Teachers (1990-2010): The Role of the College of Teachers.” 2014. Web. 26 Sep 2020.

Vancouver:

Pennycook J. Reforming Ontario Teachers (1990-2010): The Role of the College of Teachers. [Internet] [Thesis]. University of Western Ontario; 2014. [cited 2020 Sep 26]. Available from: https://ir.lib.uwo.ca/etd/2478.

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

Council of Science Editors:

Pennycook J. Reforming Ontario Teachers (1990-2010): The Role of the College of Teachers. [Thesis]. University of Western Ontario; 2014. Available from: https://ir.lib.uwo.ca/etd/2478

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


Queens University

11. Carlyon, Sarah. The Internationalization of Education and its Effects on the Self-Efficacy of Rural Secondary Mathematics Teachers in Supporting English Language Learners .

Degree: Education, Queens University

 The internationalization of education is happening in secondary schools across Canada. Between 2015 and 2017, the number of international students arriving in Canada increased by… (more)

Subjects/Keywords: English Language Learners ; English as a Second Language ; Secondary Education ; Rural Education ; Mathematics ; Mathematics Education ; Teacher Voice ; Mathematics Curriculum ; Rural Ontario ; Education ; International Education ; Self-Efficacy

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APA (6th Edition):

Carlyon, S. (n.d.). The Internationalization of Education and its Effects on the Self-Efficacy of Rural Secondary Mathematics Teachers in Supporting English Language Learners . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/26633

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

Chicago Manual of Style (16th Edition):

Carlyon, Sarah. “The Internationalization of Education and its Effects on the Self-Efficacy of Rural Secondary Mathematics Teachers in Supporting English Language Learners .” Thesis, Queens University. Accessed September 26, 2020. http://hdl.handle.net/1974/26633.

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

MLA Handbook (7th Edition):

Carlyon, Sarah. “The Internationalization of Education and its Effects on the Self-Efficacy of Rural Secondary Mathematics Teachers in Supporting English Language Learners .” Web. 26 Sep 2020.

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

Vancouver:

Carlyon S. The Internationalization of Education and its Effects on the Self-Efficacy of Rural Secondary Mathematics Teachers in Supporting English Language Learners . [Internet] [Thesis]. Queens University; [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1974/26633.

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

Council of Science Editors:

Carlyon S. The Internationalization of Education and its Effects on the Self-Efficacy of Rural Secondary Mathematics Teachers in Supporting English Language Learners . [Thesis]. Queens University; Available from: http://hdl.handle.net/1974/26633

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


Brock University

12. Weston, Deborah PA. Investigating the Relationships Between Teacher Identity Norms and Collaboration .

Degree: Department of Graduate and Undergraduate Studies in Education, Brock University

 The purpose of this study was to investigate how teacher identity norms relate to teacher collaboration among the practices of elementary teachers in Ontario. Using… (more)

Subjects/Keywords: Teacher Collaboration; Policy Implementation; Ontario Elementary Teachers; Teachers Identity Norms; Quantitative Methods; Education Policy Leadership

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APA (6th Edition):

Weston, D. P. (n.d.). Investigating the Relationships Between Teacher Identity Norms and Collaboration . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/6191

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

Chicago Manual of Style (16th Edition):

Weston, Deborah PA. “Investigating the Relationships Between Teacher Identity Norms and Collaboration .” Thesis, Brock University. Accessed September 26, 2020. http://hdl.handle.net/10464/6191.

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

MLA Handbook (7th Edition):

Weston, Deborah PA. “Investigating the Relationships Between Teacher Identity Norms and Collaboration .” Web. 26 Sep 2020.

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

Vancouver:

Weston DP. Investigating the Relationships Between Teacher Identity Norms and Collaboration . [Internet] [Thesis]. Brock University; [cited 2020 Sep 26]. Available from: http://hdl.handle.net/10464/6191.

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

Council of Science Editors:

Weston DP. Investigating the Relationships Between Teacher Identity Norms and Collaboration . [Thesis]. Brock University; Available from: http://hdl.handle.net/10464/6191

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


McMaster University

13. DiFrancesco, Philip J. The Integration of Children with Handicapping Conditions into the Mainstream of the Elementary School System.

Degree: MAT, 1985, McMaster University

This project discusses a major issue in the educational system of the Province of Ontario in the 1980' s. With the full implementation of… (more)

Subjects/Keywords: educational system; Ontario; Bill 82; handicapping conditions; Disability and Equity in Education; Teacher Education and Professional Development; Disability and Equity in Education

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APA (6th Edition):

DiFrancesco, P. J. (1985). The Integration of Children with Handicapping Conditions into the Mainstream of the Elementary School System. (Masters Thesis). McMaster University. Retrieved from http://hdl.handle.net/11375/13781

Chicago Manual of Style (16th Edition):

DiFrancesco, Philip J. “The Integration of Children with Handicapping Conditions into the Mainstream of the Elementary School System.” 1985. Masters Thesis, McMaster University. Accessed September 26, 2020. http://hdl.handle.net/11375/13781.

MLA Handbook (7th Edition):

DiFrancesco, Philip J. “The Integration of Children with Handicapping Conditions into the Mainstream of the Elementary School System.” 1985. Web. 26 Sep 2020.

Vancouver:

DiFrancesco PJ. The Integration of Children with Handicapping Conditions into the Mainstream of the Elementary School System. [Internet] [Masters thesis]. McMaster University; 1985. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/11375/13781.

Council of Science Editors:

DiFrancesco PJ. The Integration of Children with Handicapping Conditions into the Mainstream of the Elementary School System. [Masters Thesis]. McMaster University; 1985. Available from: http://hdl.handle.net/11375/13781


Université de Montréal

14. Morales Perlaza, Adriana. Les savoirs professionnels à la base de la formation des enseignants au Québec et en Ontario : une étude comparative des modèles universitaires de professionnalisation et de leurs enjeux.

Degree: 2017, Université de Montréal

Subjects/Keywords: formation; professionnalisation; savoir formel; enseignants; Québec; Ontario; approche néo-wébérienne; éducation comparée; Teacher Education; Professionalization; Formal Knowledge; Teachers; Teaching Profession; Quebec; Neo-Weberian Approach; Comparative Education; Education - Teacher Training / Éducation - Formation des enseignants (UMI : 0530)

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

APA (6th Edition):

Morales Perlaza, A. (2017). Les savoirs professionnels à la base de la formation des enseignants au Québec et en Ontario : une étude comparative des modèles universitaires de professionnalisation et de leurs enjeux. (Thesis). Université de Montréal. Retrieved from http://hdl.handle.net/1866/18598

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):

Morales Perlaza, Adriana. “Les savoirs professionnels à la base de la formation des enseignants au Québec et en Ontario : une étude comparative des modèles universitaires de professionnalisation et de leurs enjeux.” 2017. Thesis, Université de Montréal. Accessed September 26, 2020. http://hdl.handle.net/1866/18598.

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

MLA Handbook (7th Edition):

Morales Perlaza, Adriana. “Les savoirs professionnels à la base de la formation des enseignants au Québec et en Ontario : une étude comparative des modèles universitaires de professionnalisation et de leurs enjeux.” 2017. Web. 26 Sep 2020.

Vancouver:

Morales Perlaza A. Les savoirs professionnels à la base de la formation des enseignants au Québec et en Ontario : une étude comparative des modèles universitaires de professionnalisation et de leurs enjeux. [Internet] [Thesis]. Université de Montréal; 2017. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1866/18598.

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

Council of Science Editors:

Morales Perlaza A. Les savoirs professionnels à la base de la formation des enseignants au Québec et en Ontario : une étude comparative des modèles universitaires de professionnalisation et de leurs enjeux. [Thesis]. Université de Montréal; 2017. Available from: http://hdl.handle.net/1866/18598

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


University of Toronto

15. Schwarz, Kaylan Horner. Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement.

Degree: 2010, University of Toronto

This thesis examined diverse students' experiences completing Ontario's community involvement requirement. An analysis of quantitative surveys and qualitative focus groups among 50 current and recently… (more)

Subjects/Keywords: citizenship education; community service; community involvement; secondary school students; social class; socio-economic status; adult role models; teacher mentorship; critical pedagogy; qualitative research; quantitative research; mixed method; Ontario; curriculum; reflection; social justice; service learning; graduation requirement; mandatory; high school students; youth; adolescent; young people; active citizenship; agency; self-efficacy; social change; privilege; volunteer; independent school; private school; public school; alternative school; at-risk; high-income; low-income; social problems; service recipients; mandated; focus group; survey; Canada; citizen; participation; comparative; access; 0727

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

APA (6th Edition):

Schwarz, K. H. (2010). Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/25654

Chicago Manual of Style (16th Edition):

Schwarz, Kaylan Horner. “Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement.” 2010. Masters Thesis, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/25654.

MLA Handbook (7th Edition):

Schwarz, Kaylan Horner. “Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement.” 2010. Web. 26 Sep 2020.

Vancouver:

Schwarz KH. Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement. [Internet] [Masters thesis]. University of Toronto; 2010. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/25654.

Council of Science Editors:

Schwarz KH. Unequal Opportunities for Citizenship Learning? Diverse Student Experiences Completing Ontario’s Community Involvement Requirement. [Masters Thesis]. University of Toronto; 2010. Available from: http://hdl.handle.net/1807/25654


University of Toronto

16. Colarusso, Dana Mafalda. Teaching English in the Global Age: Cultural Conversations.

Degree: 2009, University of Toronto

Globalization and English-language predominance situate English teachers as increasingly influential mediators of both language and culture. In the iconic multicultural hub of Ontario, Canada, teachers… (more)

Subjects/Keywords: Best Practices in English teaching; English language arts; culture and education; multicultural education; globalization and education; social constructivism; intertextuality; canon debate; poststructuralism; postcolonial literature curriculum; Canadian education; Ontario curriculum; curriculum change in secondary English; critical travelogue; teacher narrative; cultural sensitivity; intercultural communication; literacies; 0727; 0282; 0279; 0530

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

APA (6th Edition):

Colarusso, D. M. (2009). Teaching English in the Global Age: Cultural Conversations. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/18334

Chicago Manual of Style (16th Edition):

Colarusso, Dana Mafalda. “Teaching English in the Global Age: Cultural Conversations.” 2009. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/18334.

MLA Handbook (7th Edition):

Colarusso, Dana Mafalda. “Teaching English in the Global Age: Cultural Conversations.” 2009. Web. 26 Sep 2020.

Vancouver:

Colarusso DM. Teaching English in the Global Age: Cultural Conversations. [Internet] [Doctoral dissertation]. University of Toronto; 2009. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/18334.

Council of Science Editors:

Colarusso DM. Teaching English in the Global Age: Cultural Conversations. [Doctoral Dissertation]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18334


University of Toronto

17. Neves, Ana Cristina Trindade. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.

Degree: 2009, University of Toronto

This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a… (more)

Subjects/Keywords: holistic education; holistic learning; holistic teacher; holistic curriculum; curriculum development; Ontario curriculum; transformative curriculum; holistic philosophy of education; developing mindfulness; meditation in schools; visualization as a learning tool; yoga in schools; journal writing; Gulu walk; An Inconvenient Truth; Uganda Rising; anti-bullying education; human wholeness; Whole Child School; personal development; professional development; personal practical knowledge in teachers; educational connoisseurship and criticism; empowering students; Math trail; pedagogical approaches; autobiography; parents as partners in education; EQAO testing; student-led conferences; self awareness; balance in education; limited vision of Ontario curriculum; tensions between Holistic education and the Ontario curriculum; critical literacy ideology; ommission on the Whole Child; spirituality in education; anecdotal reporting to parents; social consciousness; Roots of Empathy; Who is Nobody; spiritual growth; ecological awareness; wholeness of human experience; creativity and intuition in education; 0727; 0524; 0280; 0998

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APA (6th Edition):

Neves, A. C. T. (2009). A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18107

Chicago Manual of Style (16th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Masters Thesis, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/18107.

MLA Handbook (7th Edition):

Neves, Ana Cristina Trindade. “A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum.” 2009. Web. 26 Sep 2020.

Vancouver:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/18107.

Council of Science Editors:

Neves ACT. A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18107

18. Landon, Rocky. We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern Ontario.

Degree: 2012, University of Toronto

The following study is an exercise in understanding how educators can improve their professional practice in terms of addressing the needs of Aboriginal high school… (more)

Subjects/Keywords: Aboriginal education; Teaching Pedagogy; First Nations; Teaching Approaches; Medicine Wheel as methodology; Aboriginal success in school; Collective Case study; Native Education; Public education for Aboriginal students; Internet Schooling; Teaching in First Nation communities; Professional Development; Teacher voices; Voices of Educators; Educational practitioners; How to be successful teaching Aboriginal; Aboriginal circle methodology; School assessment; Program assessment; Medicine Wheel and school; First Nations education counsellors; Small schools and success; Small First Nations schools; Aboriginal; Native American; Aboriginal Medicine Wheel as Methodology; Aboriginal research; Aboriginal pedagogy; First Nations schools; Educational change; Educational practices; Educational strategies; Education; Distance; Education in Ontario; Native; Native American Studies; Native Peoples; Pedagogical approaches; Pedagogy; Teacher development; Teacher education; Teacher attitudes; Teacher effectiveness; Teacher improvement; Teacher professional development; Teacher strategies; Teacher student relationship; Teacher approaches; Teacher training; Teaching methods; Teaching techniques

…subjects 7.3 Community influences 7.3.1 Teaching experience 7.3.2 Local board of education… …7.3.3 Small school limitations 7.3.4 Quality of local education 7.3.5 Conclusion 145 7.4… …subjects 8.3 Community influences 8.3.1 Teacher background 8.3.2 Funding 8.3.3 Community… …partnerships 8.3.4 Role of the education board 8.3.5 Small schools 8.3.6 Quality of local education… …students Relevant curricula Conclusion 242 Expectations Teacher-student relationships Parental… 

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

APA (6th Edition):

Landon, R. (2012). We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern Ontario. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/34776

Chicago Manual of Style (16th Edition):

Landon, Rocky. “We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern Ontario.” 2012. Doctoral Dissertation, University of Toronto. Accessed September 26, 2020. http://hdl.handle.net/1807/34776.

MLA Handbook (7th Edition):

Landon, Rocky. “We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern Ontario.” 2012. Web. 26 Sep 2020.

Vancouver:

Landon R. We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern Ontario. [Internet] [Doctoral dissertation]. University of Toronto; 2012. [cited 2020 Sep 26]. Available from: http://hdl.handle.net/1807/34776.

Council of Science Editors:

Landon R. We Can Do It (Education) Better: An Examination of Four Secondary School Approaches for Aboriginal Students in Northwestern Ontario. [Doctoral Dissertation]. University of Toronto; 2012. Available from: http://hdl.handle.net/1807/34776

.