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You searched for subject:(Reflective discourse). Showing records 1 – 15 of 15 total matches.

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1. Schriek, C.J. How a Simple Card Game Influences Design Reasoning: A Reflective Method.

Degree: 2016, Universiteit Utrecht

 In this Master thesis a reflective card game is developed to help designers improve their design reasoning. Software design is a highly complex activity in… (more)

Subjects/Keywords: Software Design; Design Discourse; Design Reasoning; Design Card Game; Decision Making; Reflective Practice; Reflective Thinking

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APA (6th Edition):

Schriek, C. J. (2016). How a Simple Card Game Influences Design Reasoning: A Reflective Method. (Masters Thesis). Universiteit Utrecht. Retrieved from http://dspace.library.uu.nl:8080/handle/1874/335054

Chicago Manual of Style (16th Edition):

Schriek, C J. “How a Simple Card Game Influences Design Reasoning: A Reflective Method.” 2016. Masters Thesis, Universiteit Utrecht. Accessed March 21, 2019. http://dspace.library.uu.nl:8080/handle/1874/335054.

MLA Handbook (7th Edition):

Schriek, C J. “How a Simple Card Game Influences Design Reasoning: A Reflective Method.” 2016. Web. 21 Mar 2019.

Vancouver:

Schriek CJ. How a Simple Card Game Influences Design Reasoning: A Reflective Method. [Internet] [Masters thesis]. Universiteit Utrecht; 2016. [cited 2019 Mar 21]. Available from: http://dspace.library.uu.nl:8080/handle/1874/335054.

Council of Science Editors:

Schriek CJ. How a Simple Card Game Influences Design Reasoning: A Reflective Method. [Masters Thesis]. Universiteit Utrecht; 2016. Available from: http://dspace.library.uu.nl:8080/handle/1874/335054


University of Washington

2. Howard, Joh. On the Interactive Assembling of Reflective Action.

Degree: PhD, 2019, University of Washington

Reflective actions link teachers and students, pedagogies and learning. While these commonsense connections are commonplace in education research, the learning sciences have yet to produce… (more)

Subjects/Keywords: Indigenous learning; Interaction analysis; Learning sciences; Reflective action; Reflective discourse; Reflective practices; Educational psychology; Education - Seattle

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APA (6th Edition):

Howard, J. (2019). On the Interactive Assembling of Reflective Action. (Doctoral Dissertation). University of Washington. Retrieved from http://hdl.handle.net/1773/43362

Chicago Manual of Style (16th Edition):

Howard, Joh. “On the Interactive Assembling of Reflective Action.” 2019. Doctoral Dissertation, University of Washington. Accessed March 21, 2019. http://hdl.handle.net/1773/43362.

MLA Handbook (7th Edition):

Howard, Joh. “On the Interactive Assembling of Reflective Action.” 2019. Web. 21 Mar 2019.

Vancouver:

Howard J. On the Interactive Assembling of Reflective Action. [Internet] [Doctoral dissertation]. University of Washington; 2019. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1773/43362.

Council of Science Editors:

Howard J. On the Interactive Assembling of Reflective Action. [Doctoral Dissertation]. University of Washington; 2019. Available from: http://hdl.handle.net/1773/43362


University of Iowa

3. Steele, Mariah L. Talking back: a qualitative study of reflective writing in a first-year college composition classroom.

Degree: PhD, Teaching and Learning, 2015, University of Iowa

  Though scholars have discussed how reflective writing can benefit students in college-level writing classes, little research has focused on students’ perceptions of this kind… (more)

Subjects/Keywords: Academic Discourse; Audience; Discourse Analysis; First-Year Writing; Reflective Writing; Teacher Education and Professional Development

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APA (6th Edition):

Steele, M. L. (2015). Talking back: a qualitative study of reflective writing in a first-year college composition classroom. (Doctoral Dissertation). University of Iowa. Retrieved from https://ir.uiowa.edu/etd/5998

Chicago Manual of Style (16th Edition):

Steele, Mariah L. “Talking back: a qualitative study of reflective writing in a first-year college composition classroom.” 2015. Doctoral Dissertation, University of Iowa. Accessed March 21, 2019. https://ir.uiowa.edu/etd/5998.

MLA Handbook (7th Edition):

Steele, Mariah L. “Talking back: a qualitative study of reflective writing in a first-year college composition classroom.” 2015. Web. 21 Mar 2019.

Vancouver:

Steele ML. Talking back: a qualitative study of reflective writing in a first-year college composition classroom. [Internet] [Doctoral dissertation]. University of Iowa; 2015. [cited 2019 Mar 21]. Available from: https://ir.uiowa.edu/etd/5998.

Council of Science Editors:

Steele ML. Talking back: a qualitative study of reflective writing in a first-year college composition classroom. [Doctoral Dissertation]. University of Iowa; 2015. Available from: https://ir.uiowa.edu/etd/5998


AUT University

4. Thomas, Ruth. The making of a journalist: the New Zealand way .

Degree: 2009, AUT University

 This study is a first of its kind for New Zealand journalism education, following 20 students at two different schools throughout a year-long training programme.… (more)

Subjects/Keywords: Journalism education; Skills-based training; Advantages of reflective practice; Discourse analysis; Thinking-aloud; Learning by doing

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APA (6th Edition):

Thomas, R. (2009). The making of a journalist: the New Zealand way . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/466

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):

Thomas, Ruth. “The making of a journalist: the New Zealand way .” 2009. Thesis, AUT University. Accessed March 21, 2019. http://hdl.handle.net/10292/466.

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

MLA Handbook (7th Edition):

Thomas, Ruth. “The making of a journalist: the New Zealand way .” 2009. Web. 21 Mar 2019.

Vancouver:

Thomas R. The making of a journalist: the New Zealand way . [Internet] [Thesis]. AUT University; 2009. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10292/466.

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

Council of Science Editors:

Thomas R. The making of a journalist: the New Zealand way . [Thesis]. AUT University; 2009. Available from: http://hdl.handle.net/10292/466

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


North Carolina State University

5. Overbay, Amy Stephens. Persuasive Developments: Reflective Judgment and College Students' Written Argumentation.

Degree: PhD, Curriculum and Instruction, English Education, 2003, North Carolina State University

 This study investigated the relationship between college freshmen's stage of reflective judgment and the patterns in their written arguments using a mixed-method design with two… (more)

Subjects/Keywords: writing development; freshman composition; reflective judgment; persuasive discourse; epistemology

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APA (6th Edition):

Overbay, A. S. (2003). Persuasive Developments: Reflective Judgment and College Students' Written Argumentation. (Doctoral Dissertation). North Carolina State University. Retrieved from http://www.lib.ncsu.edu/resolver/1840.16/3267

Chicago Manual of Style (16th Edition):

Overbay, Amy Stephens. “Persuasive Developments: Reflective Judgment and College Students' Written Argumentation.” 2003. Doctoral Dissertation, North Carolina State University. Accessed March 21, 2019. http://www.lib.ncsu.edu/resolver/1840.16/3267.

MLA Handbook (7th Edition):

Overbay, Amy Stephens. “Persuasive Developments: Reflective Judgment and College Students' Written Argumentation.” 2003. Web. 21 Mar 2019.

Vancouver:

Overbay AS. Persuasive Developments: Reflective Judgment and College Students' Written Argumentation. [Internet] [Doctoral dissertation]. North Carolina State University; 2003. [cited 2019 Mar 21]. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3267.

Council of Science Editors:

Overbay AS. Persuasive Developments: Reflective Judgment and College Students' Written Argumentation. [Doctoral Dissertation]. North Carolina State University; 2003. Available from: http://www.lib.ncsu.edu/resolver/1840.16/3267


IUPUI

6. Bowles, Wendy S. Experiencing narrative pedagogy.

Degree: 2014, IUPUI

Indiana University-Purdue University Indianapolis (IUPUI)

The role of the nurse has changed dramatically in the past twenty years with increasing complexity of patient care and… (more)

Subjects/Keywords: narrative; pedagogy; nursing education; learning; Nurses  – Education  – United States; Nursing  – United States; Education  – Biographical methods; Discourse analysis, Narrative  – Research  – United States; Nursing  – Research; Hermeneutics; Reflective learning; Listening comprehension

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APA (6th Edition):

Bowles, W. S. (2014). Experiencing narrative pedagogy. (Thesis). IUPUI. Retrieved from http://hdl.handle.net/1805/6193

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):

Bowles, Wendy S. “Experiencing narrative pedagogy.” 2014. Thesis, IUPUI. Accessed March 21, 2019. http://hdl.handle.net/1805/6193.

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

MLA Handbook (7th Edition):

Bowles, Wendy S. “Experiencing narrative pedagogy.” 2014. Web. 21 Mar 2019.

Vancouver:

Bowles WS. Experiencing narrative pedagogy. [Internet] [Thesis]. IUPUI; 2014. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1805/6193.

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

Council of Science Editors:

Bowles WS. Experiencing narrative pedagogy. [Thesis]. IUPUI; 2014. Available from: http://hdl.handle.net/1805/6193

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


Victoria University of Wellington

7. King, Suzanne Lavinia Jane. "Getting on Top of Pain": a Critical Analysis of Surgical Nurses' Talk About Their Work with Hospitalised Patients Reporting Pain.

Degree: 1999, Victoria University of Wellington

 This thesis investigates the relationship between language, 'discourse' and professional knowledge and power in a specific context; that of surgical nurses' "talk" about their work… (more)

Subjects/Keywords: Terminology; Social impact; Professional practice; Pain expression; Nursing discourses; Reflective practice; Critical discourse analysis; Discourse analysis; Audio-taped conversations

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APA (6th Edition):

King, S. L. J. (1999). "Getting on Top of Pain": a Critical Analysis of Surgical Nurses' Talk About Their Work with Hospitalised Patients Reporting Pain. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/100

Chicago Manual of Style (16th Edition):

King, Suzanne Lavinia Jane. “"Getting on Top of Pain": a Critical Analysis of Surgical Nurses' Talk About Their Work with Hospitalised Patients Reporting Pain.” 1999. Masters Thesis, Victoria University of Wellington. Accessed March 21, 2019. http://hdl.handle.net/10063/100.

MLA Handbook (7th Edition):

King, Suzanne Lavinia Jane. “"Getting on Top of Pain": a Critical Analysis of Surgical Nurses' Talk About Their Work with Hospitalised Patients Reporting Pain.” 1999. Web. 21 Mar 2019.

Vancouver:

King SLJ. "Getting on Top of Pain": a Critical Analysis of Surgical Nurses' Talk About Their Work with Hospitalised Patients Reporting Pain. [Internet] [Masters thesis]. Victoria University of Wellington; 1999. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10063/100.

Council of Science Editors:

King SLJ. "Getting on Top of Pain": a Critical Analysis of Surgical Nurses' Talk About Their Work with Hospitalised Patients Reporting Pain. [Masters Thesis]. Victoria University of Wellington; 1999. Available from: http://hdl.handle.net/10063/100


Bowling Green State University

8. Shetzer, Lucie. Confronting Aging and Serious Illness through Journaling: A Study of Writing as Therapy.

Degree: PhD, English/Rhetoric and Writing, 2007, Bowling Green State University

 This pilot study asked whether people suffering from illness, injury, or the often dehumanizing effects of aging could benefit from the integration of written discourse(more)

Subjects/Keywords: Language, Rhetoric and Composition; written discourse as non-medical but parallel treatment options for the seriously ill; writing as therapy; therapeutic writing and aging; literacy and aging; reflective and autobiographical writing

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APA (6th Edition):

Shetzer, L. (2007). Confronting Aging and Serious Illness through Journaling: A Study of Writing as Therapy. (Doctoral Dissertation). Bowling Green State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1192341678

Chicago Manual of Style (16th Edition):

Shetzer, Lucie. “Confronting Aging and Serious Illness through Journaling: A Study of Writing as Therapy.” 2007. Doctoral Dissertation, Bowling Green State University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1192341678.

MLA Handbook (7th Edition):

Shetzer, Lucie. “Confronting Aging and Serious Illness through Journaling: A Study of Writing as Therapy.” 2007. Web. 21 Mar 2019.

Vancouver:

Shetzer L. Confronting Aging and Serious Illness through Journaling: A Study of Writing as Therapy. [Internet] [Doctoral dissertation]. Bowling Green State University; 2007. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1192341678.

Council of Science Editors:

Shetzer L. Confronting Aging and Serious Illness through Journaling: A Study of Writing as Therapy. [Doctoral Dissertation]. Bowling Green State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1192341678


Ohio University

9. Ongito, Ongoro J. Transformative Learning within the Online Learning Environment: The Impact of Learners' Gender, Epistemological and Self-Efficacy Beliefs on Generation of Knowledge in Online Discussion Forums.

Degree: PhD, Curriculum and Instruction (Education), 2012, Ohio University

  Previous studies indicate that in comparison to face-to-face learning environment, online discussion requires students to engage each other at higher levels of thinking and… (more)

Subjects/Keywords: Adult Education; Continuing Education; Curriculum Development; Education; Educational Technology; Information Technology; Teacher Education; Teaching; Transformative learning; rational discourse; disorienting dilemma; knowledge building; Online learning environment; Epistemological beliefs; Online discussion, Communication pattern; Reflective thinking

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APA (6th Edition):

Ongito, O. J. (2012). Transformative Learning within the Online Learning Environment: The Impact of Learners' Gender, Epistemological and Self-Efficacy Beliefs on Generation of Knowledge in Online Discussion Forums. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339044363

Chicago Manual of Style (16th Edition):

Ongito, Ongoro J. “Transformative Learning within the Online Learning Environment: The Impact of Learners' Gender, Epistemological and Self-Efficacy Beliefs on Generation of Knowledge in Online Discussion Forums.” 2012. Doctoral Dissertation, Ohio University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339044363.

MLA Handbook (7th Edition):

Ongito, Ongoro J. “Transformative Learning within the Online Learning Environment: The Impact of Learners' Gender, Epistemological and Self-Efficacy Beliefs on Generation of Knowledge in Online Discussion Forums.” 2012. Web. 21 Mar 2019.

Vancouver:

Ongito OJ. Transformative Learning within the Online Learning Environment: The Impact of Learners' Gender, Epistemological and Self-Efficacy Beliefs on Generation of Knowledge in Online Discussion Forums. [Internet] [Doctoral dissertation]. Ohio University; 2012. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339044363.

Council of Science Editors:

Ongito OJ. Transformative Learning within the Online Learning Environment: The Impact of Learners' Gender, Epistemological and Self-Efficacy Beliefs on Generation of Knowledge in Online Discussion Forums. [Doctoral Dissertation]. Ohio University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1339044363


University of Otago

10. Tilson, Jane Jennifer. An exploration of the use of videotaped teaching and dialogue to support preservice teachers to critically reflect on their emerging teaching practice .

Degree: University of Otago

 How teacher educators can support preservice teachers to critically reflect on their teaching practice forms the primary focus of this thesis. Internationally, teacher education programmes… (more)

Subjects/Keywords: critically reflective practice; preservice teachers; dialogue; videotaped teaching; critical discourse analysis; New Zealand; teacher education

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APA (6th Edition):

Tilson, J. J. (n.d.). An exploration of the use of videotaped teaching and dialogue to support preservice teachers to critically reflect on their emerging teaching practice . (Doctoral Dissertation). University of Otago. Retrieved from http://hdl.handle.net/10523/5128

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

Chicago Manual of Style (16th Edition):

Tilson, Jane Jennifer. “An exploration of the use of videotaped teaching and dialogue to support preservice teachers to critically reflect on their emerging teaching practice .” Doctoral Dissertation, University of Otago. Accessed March 21, 2019. http://hdl.handle.net/10523/5128.

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

MLA Handbook (7th Edition):

Tilson, Jane Jennifer. “An exploration of the use of videotaped teaching and dialogue to support preservice teachers to critically reflect on their emerging teaching practice .” Web. 21 Mar 2019.

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

Vancouver:

Tilson JJ. An exploration of the use of videotaped teaching and dialogue to support preservice teachers to critically reflect on their emerging teaching practice . [Internet] [Doctoral dissertation]. University of Otago; [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10523/5128.

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

Council of Science Editors:

Tilson JJ. An exploration of the use of videotaped teaching and dialogue to support preservice teachers to critically reflect on their emerging teaching practice . [Doctoral Dissertation]. University of Otago; Available from: http://hdl.handle.net/10523/5128

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


Queensland University of Technology

11. Le Clercq, Dianne. Practicum as a context for host teachers' professional development through discourse and reflection.

Degree: 1998, Queensland University of Technology

Subjects/Keywords: Student teaching; Teachers In-service training; early childhood practicum; host teachers' learning; professional development; professional discourse; reflective practice; journal writing; case study; thesis; doctoral

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APA (6th Edition):

Le Clercq, D. (1998). Practicum as a context for host teachers' professional development through discourse and reflection. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/36568/

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):

Le Clercq, Dianne. “Practicum as a context for host teachers' professional development through discourse and reflection.” 1998. Thesis, Queensland University of Technology. Accessed March 21, 2019. http://eprints.qut.edu.au/36568/.

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

MLA Handbook (7th Edition):

Le Clercq, Dianne. “Practicum as a context for host teachers' professional development through discourse and reflection.” 1998. Web. 21 Mar 2019.

Vancouver:

Le Clercq D. Practicum as a context for host teachers' professional development through discourse and reflection. [Internet] [Thesis]. Queensland University of Technology; 1998. [cited 2019 Mar 21]. Available from: http://eprints.qut.edu.au/36568/.

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

Council of Science Editors:

Le Clercq D. Practicum as a context for host teachers' professional development through discourse and reflection. [Thesis]. Queensland University of Technology; 1998. Available from: http://eprints.qut.edu.au/36568/

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


Victoria University of Wellington

12. Patterson, Jean Ann. Off the Beaten Track: a Postmodern Feminist Analysis of Rural Midwifery and Rural Media Health Discourses.

Degree: 2002, Victoria University of Wellington

 Change was a constant companion for New Zealand midwives during the 1990's. The Nurses Amendment Act 1990, that restored midwifery autonomy was only one of… (more)

Subjects/Keywords: Maternity care; Midwifery services; Small communities; Remote communities; Rural communities; Close-knit communities; Rural community; Reflective practice; Postmodern feminist; Discourse analysis; Interviews; Local newspapers; Focus group

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APA (6th Edition):

Patterson, J. A. (2002). Off the Beaten Track: a Postmodern Feminist Analysis of Rural Midwifery and Rural Media Health Discourses. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/83

Chicago Manual of Style (16th Edition):

Patterson, Jean Ann. “Off the Beaten Track: a Postmodern Feminist Analysis of Rural Midwifery and Rural Media Health Discourses.” 2002. Masters Thesis, Victoria University of Wellington. Accessed March 21, 2019. http://hdl.handle.net/10063/83.

MLA Handbook (7th Edition):

Patterson, Jean Ann. “Off the Beaten Track: a Postmodern Feminist Analysis of Rural Midwifery and Rural Media Health Discourses.” 2002. Web. 21 Mar 2019.

Vancouver:

Patterson JA. Off the Beaten Track: a Postmodern Feminist Analysis of Rural Midwifery and Rural Media Health Discourses. [Internet] [Masters thesis]. Victoria University of Wellington; 2002. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/10063/83.

Council of Science Editors:

Patterson JA. Off the Beaten Track: a Postmodern Feminist Analysis of Rural Midwifery and Rural Media Health Discourses. [Masters Thesis]. Victoria University of Wellington; 2002. Available from: http://hdl.handle.net/10063/83


Queens University

13. Smyth, Rosanna Sharon. Troubling Discourses in Teacher Education: Reading Knowledge, Reflection, and Inclusion Through Excessive Moments .

Degree: Education, 2007, Queens University

 While sorting through my experiences as a student teacher, my research question has shifted from “How can teacher education be improved?” to “How is teacher… (more)

Subjects/Keywords: teacher education; cultural studies; student teachers; teacher candidates; social justice theory; poststructuralist theory; psychoanalytic theory; queer theory; feminism; histories of violence; healing; experience; discourse; discursive turn; theory; practice; reflective practice; exceptionalities; stories; narratives; excess; excessive moments; autobiographical reading; representation

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APA (6th Edition):

Smyth, R. S. (2007). Troubling Discourses in Teacher Education: Reading Knowledge, Reflection, and Inclusion Through Excessive Moments . (Thesis). Queens University. Retrieved from http://hdl.handle.net/1974/934

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):

Smyth, Rosanna Sharon. “Troubling Discourses in Teacher Education: Reading Knowledge, Reflection, and Inclusion Through Excessive Moments .” 2007. Thesis, Queens University. Accessed March 21, 2019. http://hdl.handle.net/1974/934.

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

MLA Handbook (7th Edition):

Smyth, Rosanna Sharon. “Troubling Discourses in Teacher Education: Reading Knowledge, Reflection, and Inclusion Through Excessive Moments .” 2007. Web. 21 Mar 2019.

Vancouver:

Smyth RS. Troubling Discourses in Teacher Education: Reading Knowledge, Reflection, and Inclusion Through Excessive Moments . [Internet] [Thesis]. Queens University; 2007. [cited 2019 Mar 21]. Available from: http://hdl.handle.net/1974/934.

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

Council of Science Editors:

Smyth RS. Troubling Discourses in Teacher Education: Reading Knowledge, Reflection, and Inclusion Through Excessive Moments . [Thesis]. Queens University; 2007. Available from: http://hdl.handle.net/1974/934

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

14. Rose, Nancy L. Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit.

Degree: PhD, Curriculum and Instruction Science Education (Education), 2012, Ohio University

 The purpose of this study was to explore student changes in conceptual development, epistemology, and motivations when evolution concepts are embedded and explicit reflective discourse(more)

Subjects/Keywords: Behavioral Psychology; Biology; Cognitive Psychology; Curricula; Curriculum Development; Education; Educational Psychology; Epistemology; Pedagogy; Science Education; Secondary Education; Teaching; teaching evolution; conceptual development; science beliefs; motivations; biology curriculum; concept maps; mental models; explicit reflective discourse; population ecology

…167 The Effects of Explicit Reflective Discourse… …105 Table 6: Intervention Questions for Reflective Discourse… …beliefs, and motivations when evolution concepts are embedded and explicit reflective discourse… …explicit reflective discourse is used in a unit for population ecology? 2. In what ways does… …conceptions through explicit reflective discourse within contextual topics 26 affords multiple… 

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APA (6th Edition):

Rose, N. L. (2012). Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit. (Doctoral Dissertation). Ohio University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149

Chicago Manual of Style (16th Edition):

Rose, Nancy L. “Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit.” 2012. Doctoral Dissertation, Ohio University. Accessed March 21, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149.

MLA Handbook (7th Edition):

Rose, Nancy L. “Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit.” 2012. Web. 21 Mar 2019.

Vancouver:

Rose NL. Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit. [Internet] [Doctoral dissertation]. Ohio University; 2012. [cited 2019 Mar 21]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149.

Council of Science Editors:

Rose NL. Embedding Evolution: Exploring Changes in Students' Conceptual Development, Beliefs, and Motivations in a Population Ecology Unit. [Doctoral Dissertation]. Ohio University; 2012. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1343774149


Pontifical Catholic University of Rio de Janeiro

15. ANA CYLENE VALENTE COLINO. [en] PROFESSIONAL REFLECTION IN AN ONLINE DISCUSSION GROUP: A DIALOGUE WITH THE OTHER.

Degree: 2003, Pontifical Catholic University of Rio de Janeiro

[pt] O presente estudo tem por objetivo investigar o processo de reflexão profissional co-construído por um grupo de profissionais de ensino de Inglês que se… (more)

Subjects/Keywords: [pt] PRATICA REFLEXIVA PROFISSIONAL; [en] PROFESSIONAL REFLECTIVE PRACTICE; [pt] DESENVOLVIMENTO PROFISSIONAL; [en] PROFESSIONAL DEVELOPMENT; [pt] PRESENCA DO OUTRO; [en] PRESENCE OF THE OTHER; [pt] COMUNIDADE DISCURSIVA; [en] DISCOURSE COMMUNITY; [pt] COMUNICACAO MEDIADA POR COMPUTADOR; [en] COMPUTER MEDIATED COMMUNICATION; [pt] GRUPO DE DISCUSSAO ON-LINE; [en] ONLINE DISCUSSION GROUP

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APA (6th Edition):

COLINO, A. C. V. (2003). [en] PROFESSIONAL REFLECTION IN AN ONLINE DISCUSSION GROUP: A DIALOGUE WITH THE OTHER. (Thesis). Pontifical Catholic University of Rio de Janeiro. Retrieved from http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4005

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):

COLINO, ANA CYLENE VALENTE. “[en] PROFESSIONAL REFLECTION IN AN ONLINE DISCUSSION GROUP: A DIALOGUE WITH THE OTHER.” 2003. Thesis, Pontifical Catholic University of Rio de Janeiro. Accessed March 21, 2019. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4005.

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

MLA Handbook (7th Edition):

COLINO, ANA CYLENE VALENTE. “[en] PROFESSIONAL REFLECTION IN AN ONLINE DISCUSSION GROUP: A DIALOGUE WITH THE OTHER.” 2003. Web. 21 Mar 2019.

Vancouver:

COLINO ACV. [en] PROFESSIONAL REFLECTION IN AN ONLINE DISCUSSION GROUP: A DIALOGUE WITH THE OTHER. [Internet] [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2003. [cited 2019 Mar 21]. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4005.

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

Council of Science Editors:

COLINO ACV. [en] PROFESSIONAL REFLECTION IN AN ONLINE DISCUSSION GROUP: A DIALOGUE WITH THE OTHER. [Thesis]. Pontifical Catholic University of Rio de Janeiro; 2003. Available from: http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=4005

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

.