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You searched for subject:(Self reflective). Showing records 1 – 30 of 89 total matches.

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Northeastern University

1. Cox Mikulas, Lindsay. Self reflection: the story of its place for teacher and student practice.

Degree: EdD, School of Education, 2017, Northeastern University

 The purpose of this study is to better understanding how a teacher facilitates student reflection in her classroom, as well as, how students make sense… (more)

Subjects/Keywords: feedback loop; reflective processes; reflective journal; self Reflection; education

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APA (6th Edition):

Cox Mikulas, L. (2017). Self reflection: the story of its place for teacher and student practice. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20335141

Chicago Manual of Style (16th Edition):

Cox Mikulas, Lindsay. “Self reflection: the story of its place for teacher and student practice.” 2017. Doctoral Dissertation, Northeastern University. Accessed September 28, 2020. http://hdl.handle.net/2047/D20335141.

MLA Handbook (7th Edition):

Cox Mikulas, Lindsay. “Self reflection: the story of its place for teacher and student practice.” 2017. Web. 28 Sep 2020.

Vancouver:

Cox Mikulas L. Self reflection: the story of its place for teacher and student practice. [Internet] [Doctoral dissertation]. Northeastern University; 2017. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2047/D20335141.

Council of Science Editors:

Cox Mikulas L. Self reflection: the story of its place for teacher and student practice. [Doctoral Dissertation]. Northeastern University; 2017. Available from: http://hdl.handle.net/2047/D20335141


Colorado School of Mines

2. Zhou, Xu. Self-reflective experiential learning for persistent autonomy.

Degree: PhD, Mechanical Engineering, 2019, Colorado School of Mines

 Robots have been expected to achieve persistent autonomy for a long time, in which robots are required to safely operate in unknown environments for extended… (more)

Subjects/Keywords: Reinforcement learning; Persistent autonomy; Self-Reflective learning

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APA (6th Edition):

Zhou, X. (2019). Self-reflective experiential learning for persistent autonomy. (Doctoral Dissertation). Colorado School of Mines. Retrieved from http://hdl.handle.net/11124/173372

Chicago Manual of Style (16th Edition):

Zhou, Xu. “Self-reflective experiential learning for persistent autonomy.” 2019. Doctoral Dissertation, Colorado School of Mines. Accessed September 28, 2020. http://hdl.handle.net/11124/173372.

MLA Handbook (7th Edition):

Zhou, Xu. “Self-reflective experiential learning for persistent autonomy.” 2019. Web. 28 Sep 2020.

Vancouver:

Zhou X. Self-reflective experiential learning for persistent autonomy. [Internet] [Doctoral dissertation]. Colorado School of Mines; 2019. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/11124/173372.

Council of Science Editors:

Zhou X. Self-reflective experiential learning for persistent autonomy. [Doctoral Dissertation]. Colorado School of Mines; 2019. Available from: http://hdl.handle.net/11124/173372


Brigham Young University

3. Logan, Amber. The Artist Teacher as a Reflective Teacher.

Degree: MA, 2020, Brigham Young University

 The challenges of teaching include classroom management issues, lack of time, stress, and the constraints of core standards. In response to these challenges, I determined… (more)

Subjects/Keywords: teacher challenges; self-study; reflective; artist teacher; Fine Arts

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APA (6th Edition):

Logan, A. (2020). The Artist Teacher as a Reflective Teacher. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9494&context=etd

Chicago Manual of Style (16th Edition):

Logan, Amber. “The Artist Teacher as a Reflective Teacher.” 2020. Masters Thesis, Brigham Young University. Accessed September 28, 2020. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9494&context=etd.

MLA Handbook (7th Edition):

Logan, Amber. “The Artist Teacher as a Reflective Teacher.” 2020. Web. 28 Sep 2020.

Vancouver:

Logan A. The Artist Teacher as a Reflective Teacher. [Internet] [Masters thesis]. Brigham Young University; 2020. [cited 2020 Sep 28]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9494&context=etd.

Council of Science Editors:

Logan A. The Artist Teacher as a Reflective Teacher. [Masters Thesis]. Brigham Young University; 2020. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=9494&context=etd

4. Ludvigsen, Donna. Reflective leadership : A self-study of practice.

Degree: PhD, 2017, Federation University Australia

Encouraging reflective leadership practice is a recognised focus for coaches and consultants in primary schools. Despite the wealth of knowledge on coaching and consulting in… (more)

Subjects/Keywords: Reflective leadership practice; Organisational learning; Self-study practice

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APA (6th Edition):

Ludvigsen, D. (2017). Reflective leadership : A self-study of practice. (Doctoral Dissertation). Federation University Australia. Retrieved from http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162593 ; https://library.federation.edu.au/record=b2746606

Chicago Manual of Style (16th Edition):

Ludvigsen, Donna. “Reflective leadership : A self-study of practice.” 2017. Doctoral Dissertation, Federation University Australia. Accessed September 28, 2020. http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162593 ; https://library.federation.edu.au/record=b2746606.

MLA Handbook (7th Edition):

Ludvigsen, Donna. “Reflective leadership : A self-study of practice.” 2017. Web. 28 Sep 2020.

Vancouver:

Ludvigsen D. Reflective leadership : A self-study of practice. [Internet] [Doctoral dissertation]. Federation University Australia; 2017. [cited 2020 Sep 28]. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162593 ; https://library.federation.edu.au/record=b2746606.

Council of Science Editors:

Ludvigsen D. Reflective leadership : A self-study of practice. [Doctoral Dissertation]. Federation University Australia; 2017. Available from: http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/162593 ; https://library.federation.edu.au/record=b2746606


University of Waterloo

5. Briscoe, Carrie Lynn. Narrative Exploration of Therapeutic Relationships in Recreation Therapy Through a Self-Reflective Case Review Process.

Degree: 2012, University of Waterloo

 This narrative inquiry explores therapeutic relationships in the practice of recreation therapy. Narratives were generated in Recreation Therapy’s self-reflective case review process at Sunnybrook Health… (more)

Subjects/Keywords: Therapeutic Recreation; Recreation Therapy; Therapeutic Relationships; Narrative Inquiry; Self-Reflective Practice

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APA (6th Edition):

Briscoe, C. L. (2012). Narrative Exploration of Therapeutic Relationships in Recreation Therapy Through a Self-Reflective Case Review Process. (Thesis). University of Waterloo. Retrieved from http://hdl.handle.net/10012/7049

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):

Briscoe, Carrie Lynn. “Narrative Exploration of Therapeutic Relationships in Recreation Therapy Through a Self-Reflective Case Review Process.” 2012. Thesis, University of Waterloo. Accessed September 28, 2020. http://hdl.handle.net/10012/7049.

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

MLA Handbook (7th Edition):

Briscoe, Carrie Lynn. “Narrative Exploration of Therapeutic Relationships in Recreation Therapy Through a Self-Reflective Case Review Process.” 2012. Web. 28 Sep 2020.

Vancouver:

Briscoe CL. Narrative Exploration of Therapeutic Relationships in Recreation Therapy Through a Self-Reflective Case Review Process. [Internet] [Thesis]. University of Waterloo; 2012. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10012/7049.

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

Council of Science Editors:

Briscoe CL. Narrative Exploration of Therapeutic Relationships in Recreation Therapy Through a Self-Reflective Case Review Process. [Thesis]. University of Waterloo; 2012. Available from: http://hdl.handle.net/10012/7049

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


University of California – Berkeley

6. FARUQUE, MUHAMMAD UMAR. The Labyrinth of Subjectivity: Constructions of the Self from Mullā Ṣadrā to Muḥammad Iqbāl.

Degree: Near Eastern Studies, 2018, University of California – Berkeley

 Referred to by some philosophers as “the knot of the universe,” investigations concerning human selfhood and subjectivity can help unravel questions of central contemporary relevance,… (more)

Subjects/Keywords: Islamic studies; Philosophy; Religion; Consciousness; first-person perspective; Pre-reflective consciousness; Self; Self-knowledge; Subjectivity

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APA (6th Edition):

FARUQUE, M. U. (2018). The Labyrinth of Subjectivity: Constructions of the Self from Mullā Ṣadrā to Muḥammad Iqbāl. (Thesis). University of California – Berkeley. Retrieved from http://www.escholarship.org/uc/item/4r7248pb

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):

FARUQUE, MUHAMMAD UMAR. “The Labyrinth of Subjectivity: Constructions of the Self from Mullā Ṣadrā to Muḥammad Iqbāl.” 2018. Thesis, University of California – Berkeley. Accessed September 28, 2020. http://www.escholarship.org/uc/item/4r7248pb.

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

MLA Handbook (7th Edition):

FARUQUE, MUHAMMAD UMAR. “The Labyrinth of Subjectivity: Constructions of the Self from Mullā Ṣadrā to Muḥammad Iqbāl.” 2018. Web. 28 Sep 2020.

Vancouver:

FARUQUE MU. The Labyrinth of Subjectivity: Constructions of the Self from Mullā Ṣadrā to Muḥammad Iqbāl. [Internet] [Thesis]. University of California – Berkeley; 2018. [cited 2020 Sep 28]. Available from: http://www.escholarship.org/uc/item/4r7248pb.

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

Council of Science Editors:

FARUQUE MU. The Labyrinth of Subjectivity: Constructions of the Self from Mullā Ṣadrā to Muḥammad Iqbāl. [Thesis]. University of California – Berkeley; 2018. Available from: http://www.escholarship.org/uc/item/4r7248pb

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


Virginia Tech

7. Martin, Joshua Deckert. Evaluating Active Interventions to Reduce Student Procrastination.

Degree: MS, Computer Science, 2015, Virginia Tech

 Procrastination is a pervasive problem in education. In computer science, procrastination and lack of necessary time management skills to complete programming projects are viewed as… (more)

Subjects/Keywords: procrastination; self-regulation; self-efficacy; scheduling; schedule sheets; reflective writing; active learning; e-mail alerts

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APA (6th Edition):

Martin, J. D. (2015). Evaluating Active Interventions to Reduce Student Procrastination. (Masters Thesis). Virginia Tech. Retrieved from http://hdl.handle.net/10919/52984

Chicago Manual of Style (16th Edition):

Martin, Joshua Deckert. “Evaluating Active Interventions to Reduce Student Procrastination.” 2015. Masters Thesis, Virginia Tech. Accessed September 28, 2020. http://hdl.handle.net/10919/52984.

MLA Handbook (7th Edition):

Martin, Joshua Deckert. “Evaluating Active Interventions to Reduce Student Procrastination.” 2015. Web. 28 Sep 2020.

Vancouver:

Martin JD. Evaluating Active Interventions to Reduce Student Procrastination. [Internet] [Masters thesis]. Virginia Tech; 2015. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10919/52984.

Council of Science Editors:

Martin JD. Evaluating Active Interventions to Reduce Student Procrastination. [Masters Thesis]. Virginia Tech; 2015. Available from: http://hdl.handle.net/10919/52984


Portland State University

8. Miller Juve, Amy Katrina. Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States.

Degree: Doctor of Education (EdD) in Educational Leadership: Postsecondary Education, Educational Leadership and Policy, 2012, Portland State University

  The science and technology of medicine is evolving and changing at a fast pace. With these rapid advances, it is paramount that physicians maintain… (more)

Subjects/Keywords: Lifelong learning; Self-directed learning; Reflective practice; Residents; Medical education; Physicians  – Education (Continuing education); Medicine  – Study and teaching (Continuing education); Reflective learning; Self-culture

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APA (6th Edition):

Miller Juve, A. K. (2012). Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States. (Doctoral Dissertation). Portland State University. Retrieved from https://pdxscholar.library.pdx.edu/open_access_etds/235

Chicago Manual of Style (16th Edition):

Miller Juve, Amy Katrina. “Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States.” 2012. Doctoral Dissertation, Portland State University. Accessed September 28, 2020. https://pdxscholar.library.pdx.edu/open_access_etds/235.

MLA Handbook (7th Edition):

Miller Juve, Amy Katrina. “Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States.” 2012. Web. 28 Sep 2020.

Vancouver:

Miller Juve AK. Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States. [Internet] [Doctoral dissertation]. Portland State University; 2012. [cited 2020 Sep 28]. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/235.

Council of Science Editors:

Miller Juve AK. Reflective Practice and Readiness for Self-directed Learning in Anesthesiology Residents Training in the United States. [Doctoral Dissertation]. Portland State University; 2012. Available from: https://pdxscholar.library.pdx.edu/open_access_etds/235


Northeastern University

9. Clery, Kerry J. Grade four teachers' perception of the self-assessment process: an interpretative phenomenological analysis.

Degree: EdD, School of Education, 2015, Northeastern University

Self-assessments are used by educators to make realistic judgments about their own performance. While self-assessments can be implemented in a wide variety of ways, the… (more)

Subjects/Keywords: reflective practice; self-assessment; Educational evaluation; Elementary school teachers; Self-rating of; Elementary school teaching; Evaluation; Fourth grade (Education); Evaluation; Reflective learning

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APA (6th Edition):

Clery, K. J. (2015). Grade four teachers' perception of the self-assessment process: an interpretative phenomenological analysis. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/D20196374

Chicago Manual of Style (16th Edition):

Clery, Kerry J. “Grade four teachers' perception of the self-assessment process: an interpretative phenomenological analysis.” 2015. Doctoral Dissertation, Northeastern University. Accessed September 28, 2020. http://hdl.handle.net/2047/D20196374.

MLA Handbook (7th Edition):

Clery, Kerry J. “Grade four teachers' perception of the self-assessment process: an interpretative phenomenological analysis.” 2015. Web. 28 Sep 2020.

Vancouver:

Clery KJ. Grade four teachers' perception of the self-assessment process: an interpretative phenomenological analysis. [Internet] [Doctoral dissertation]. Northeastern University; 2015. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2047/D20196374.

Council of Science Editors:

Clery KJ. Grade four teachers' perception of the self-assessment process: an interpretative phenomenological analysis. [Doctoral Dissertation]. Northeastern University; 2015. Available from: http://hdl.handle.net/2047/D20196374


University of Alberta

10. Lee, Ming-Ni. Reflective awareness in dreams following loss and trauma.

Degree: PhD, Department of Psychology, 2010, University of Alberta

 The objectives of this study were to explore (a) the relationships between dream reflective awareness and different types of impactful dreams, (b) the relationships between… (more)

Subjects/Keywords: loss; lucid dreaming; self-transformation; continuity hypothesis; trauma; reflective awareness in dreams; dream type

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APA (6th Edition):

Lee, M. (2010). Reflective awareness in dreams following loss and trauma. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/ht24wk69v

Chicago Manual of Style (16th Edition):

Lee, Ming-Ni. “Reflective awareness in dreams following loss and trauma.” 2010. Doctoral Dissertation, University of Alberta. Accessed September 28, 2020. https://era.library.ualberta.ca/files/ht24wk69v.

MLA Handbook (7th Edition):

Lee, Ming-Ni. “Reflective awareness in dreams following loss and trauma.” 2010. Web. 28 Sep 2020.

Vancouver:

Lee M. Reflective awareness in dreams following loss and trauma. [Internet] [Doctoral dissertation]. University of Alberta; 2010. [cited 2020 Sep 28]. Available from: https://era.library.ualberta.ca/files/ht24wk69v.

Council of Science Editors:

Lee M. Reflective awareness in dreams following loss and trauma. [Doctoral Dissertation]. University of Alberta; 2010. Available from: https://era.library.ualberta.ca/files/ht24wk69v


University of Toronto

11. Azimi, Sina. Parental Communication and Reflective Practice among Youth Sport Parents.

Degree: 2018, University of Toronto

Parents can enhance their children’s intrinsic motivation, and competence by providing positive feedback and encouraging them to become involved in decision making and problem-solving activities… (more)

Subjects/Keywords: Parent-child communication; Parenting practices; Parenting styles; Reflective practice; Self-awareness; Youth sport; 0621

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APA (6th Edition):

Azimi, S. (2018). Parental Communication and Reflective Practice among Youth Sport Parents. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/91575

Chicago Manual of Style (16th Edition):

Azimi, Sina. “Parental Communication and Reflective Practice among Youth Sport Parents.” 2018. Masters Thesis, University of Toronto. Accessed September 28, 2020. http://hdl.handle.net/1807/91575.

MLA Handbook (7th Edition):

Azimi, Sina. “Parental Communication and Reflective Practice among Youth Sport Parents.” 2018. Web. 28 Sep 2020.

Vancouver:

Azimi S. Parental Communication and Reflective Practice among Youth Sport Parents. [Internet] [Masters thesis]. University of Toronto; 2018. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1807/91575.

Council of Science Editors:

Azimi S. Parental Communication and Reflective Practice among Youth Sport Parents. [Masters Thesis]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/91575

12. Cabral, Sónia Maria da Costa. ATEIA, Uma rede de profissionais : relações e práticas reflexivas touchpoints.

Degree: 2017, Repositório Científico do Instituto Politécnico de Lisboa

Dissertação Apresentada à Escola Superior De Educação De Lisboa para Obtenção de Grau de Mestre em Ciências da Educação Especialidade Intervenção Precoce

A investigação indica… (more)

Subjects/Keywords: Autorreflexão; Atitudes; Valores; Relações; Práticas reflexivas; Touchpoints.; Self-reflection; Attitudes; Values; Relations; Reflective practice

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APA (6th Edition):

Cabral, S. M. d. C. (2017). ATEIA, Uma rede de profissionais : relações e práticas reflexivas touchpoints. (Thesis). Repositório Científico do Instituto Politécnico de Lisboa. Retrieved from http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/7362

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):

Cabral, Sónia Maria da Costa. “ATEIA, Uma rede de profissionais : relações e práticas reflexivas touchpoints.” 2017. Thesis, Repositório Científico do Instituto Politécnico de Lisboa. Accessed September 28, 2020. http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/7362.

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

MLA Handbook (7th Edition):

Cabral, Sónia Maria da Costa. “ATEIA, Uma rede de profissionais : relações e práticas reflexivas touchpoints.” 2017. Web. 28 Sep 2020.

Vancouver:

Cabral SMdC. ATEIA, Uma rede de profissionais : relações e práticas reflexivas touchpoints. [Internet] [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2017. [cited 2020 Sep 28]. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/7362.

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

Council of Science Editors:

Cabral SMdC. ATEIA, Uma rede de profissionais : relações e práticas reflexivas touchpoints. [Thesis]. Repositório Científico do Instituto Politécnico de Lisboa; 2017. Available from: http://www.rcaap.pt/detail.jsp?id=oai:repositorio.ipl.pt:10400.21/7362

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


University of Pretoria

13. Hill, T. (Tanya). Student perceptions of a self-assessment environment.

Degree: Taxation, 2013, University of Pretoria

 Formal assessment in education focuses on summative assessment in the form of grade allocation. This has limitations on the learning process for students. Formative assessment… (more)

Subjects/Keywords: Self-assessment; Lifelong learning; Reflective learning; Formative assessment; Tax education; Commerce students; UCTD

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APA (6th Edition):

Hill, T. (. (2013). Student perceptions of a self-assessment environment. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/41603

Chicago Manual of Style (16th Edition):

Hill, T (Tanya). “Student perceptions of a self-assessment environment.” 2013. Masters Thesis, University of Pretoria. Accessed September 28, 2020. http://hdl.handle.net/2263/41603.

MLA Handbook (7th Edition):

Hill, T (Tanya). “Student perceptions of a self-assessment environment.” 2013. Web. 28 Sep 2020.

Vancouver:

Hill T(. Student perceptions of a self-assessment environment. [Internet] [Masters thesis]. University of Pretoria; 2013. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2263/41603.

Council of Science Editors:

Hill T(. Student perceptions of a self-assessment environment. [Masters Thesis]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/41603


University of Georgia

14. Jones, Jaimon Kendall. A self-study of the role of race within a world history curriculum.

Degree: 2016, University of Georgia

 In this qualitative self-study, I explore how issues of race are addressed within my curriculum planning and what strategies can be used to engage students… (more)

Subjects/Keywords: Multicultural Education, Self-Study Research; Social Studies Education; Teaching Strategies; Reflective Practice; Race

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APA (6th Edition):

Jones, J. K. (2016). A self-study of the role of race within a world history curriculum. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/36192

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, Jaimon Kendall. “A self-study of the role of race within a world history curriculum.” 2016. Thesis, University of Georgia. Accessed September 28, 2020. http://hdl.handle.net/10724/36192.

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

MLA Handbook (7th Edition):

Jones, Jaimon Kendall. “A self-study of the role of race within a world history curriculum.” 2016. Web. 28 Sep 2020.

Vancouver:

Jones JK. A self-study of the role of race within a world history curriculum. [Internet] [Thesis]. University of Georgia; 2016. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10724/36192.

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

Council of Science Editors:

Jones JK. A self-study of the role of race within a world history curriculum. [Thesis]. University of Georgia; 2016. Available from: http://hdl.handle.net/10724/36192

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


University of Cincinnati

15. Tunningley, Joan M. Self-Regulated Learning and Reflective Journaling in an Online Interprofessional Course: A Mixed Methods Study.

Degree: PhD, Education, Criminal Justice, and Human Services: Educational Studies, 2017, University of Cincinnati

 Online higher education has expanded extensively. Graduate health science disciplines have experienced significant growth in online education (Lytle, 2011). Applied patient practices benefit from technological… (more)

Subjects/Keywords: Instructional Design; self-regulated learning; self-reflective journal; interprofessional education; graduate students; occupational therapy education; mixed methods research

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APA (6th Edition):

Tunningley, J. M. (2017). Self-Regulated Learning and Reflective Journaling in an Online Interprofessional Course: A Mixed Methods Study. (Doctoral Dissertation). University of Cincinnati. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511799445626182

Chicago Manual of Style (16th Edition):

Tunningley, Joan M. “Self-Regulated Learning and Reflective Journaling in an Online Interprofessional Course: A Mixed Methods Study.” 2017. Doctoral Dissertation, University of Cincinnati. Accessed September 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511799445626182.

MLA Handbook (7th Edition):

Tunningley, Joan M. “Self-Regulated Learning and Reflective Journaling in an Online Interprofessional Course: A Mixed Methods Study.” 2017. Web. 28 Sep 2020.

Vancouver:

Tunningley JM. Self-Regulated Learning and Reflective Journaling in an Online Interprofessional Course: A Mixed Methods Study. [Internet] [Doctoral dissertation]. University of Cincinnati; 2017. [cited 2020 Sep 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511799445626182.

Council of Science Editors:

Tunningley JM. Self-Regulated Learning and Reflective Journaling in an Online Interprofessional Course: A Mixed Methods Study. [Doctoral Dissertation]. University of Cincinnati; 2017. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=ucin1511799445626182


Tampere University

16. Khairil Azhar. Human agency in a curriculum: an analysis of an Indonesia´s 2013 curriculum for primary level .

Degree: 2017, Tampere University

 The study started from a general question on why some pupils are moved to act meaningfully for the sake of themselves or/and others while some… (more)

Subjects/Keywords: curriculum; human agency; self-determination (freedom); self-expression (moral intelligence); self-evaluation (fallibility); agents of learning; passive recipients; receptive-reproductive; reflective-transformative; standardization determinism.

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

APA (6th Edition):

Azhar, K. (2017). Human agency in a curriculum: an analysis of an Indonesia´s 2013 curriculum for primary level . (Masters Thesis). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/101688

Chicago Manual of Style (16th Edition):

Azhar, Khairil. “Human agency in a curriculum: an analysis of an Indonesia´s 2013 curriculum for primary level .” 2017. Masters Thesis, Tampere University. Accessed September 28, 2020. https://trepo.tuni.fi/handle/10024/101688.

MLA Handbook (7th Edition):

Azhar, Khairil. “Human agency in a curriculum: an analysis of an Indonesia´s 2013 curriculum for primary level .” 2017. Web. 28 Sep 2020.

Vancouver:

Azhar K. Human agency in a curriculum: an analysis of an Indonesia´s 2013 curriculum for primary level . [Internet] [Masters thesis]. Tampere University; 2017. [cited 2020 Sep 28]. Available from: https://trepo.tuni.fi/handle/10024/101688.

Council of Science Editors:

Azhar K. Human agency in a curriculum: an analysis of an Indonesia´s 2013 curriculum for primary level . [Masters Thesis]. Tampere University; 2017. Available from: https://trepo.tuni.fi/handle/10024/101688

17. Duarte, Ulysses Rondina. Técnicas combinadas de autoalimentação e reuso de comprimento de onda em transmissores refletivos para redes WDM-PON.

Degree: PhD, Telecomunicações, 2015, University of São Paulo

Transmissores agnósticos em comprimento de onda colorless [1], isto é, transmissores que não estão restritos à operação em um único comprimento de onda, são considerados… (more)

Subjects/Keywords: Autoalimentação; Reflective transmitters; Reuso de comprimento de onda; Self-seeding; Transmissores refletivos; Wavelength-reuse; WDM-PON; WDM-PON

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APA (6th Edition):

Duarte, U. R. (2015). Técnicas combinadas de autoalimentação e reuso de comprimento de onda em transmissores refletivos para redes WDM-PON. (Doctoral Dissertation). University of São Paulo. Retrieved from http://www.teses.usp.br/teses/disponiveis/18/18155/tde-01062015-150759/ ;

Chicago Manual of Style (16th Edition):

Duarte, Ulysses Rondina. “Técnicas combinadas de autoalimentação e reuso de comprimento de onda em transmissores refletivos para redes WDM-PON.” 2015. Doctoral Dissertation, University of São Paulo. Accessed September 28, 2020. http://www.teses.usp.br/teses/disponiveis/18/18155/tde-01062015-150759/ ;.

MLA Handbook (7th Edition):

Duarte, Ulysses Rondina. “Técnicas combinadas de autoalimentação e reuso de comprimento de onda em transmissores refletivos para redes WDM-PON.” 2015. Web. 28 Sep 2020.

Vancouver:

Duarte UR. Técnicas combinadas de autoalimentação e reuso de comprimento de onda em transmissores refletivos para redes WDM-PON. [Internet] [Doctoral dissertation]. University of São Paulo; 2015. [cited 2020 Sep 28]. Available from: http://www.teses.usp.br/teses/disponiveis/18/18155/tde-01062015-150759/ ;.

Council of Science Editors:

Duarte UR. Técnicas combinadas de autoalimentação e reuso de comprimento de onda em transmissores refletivos para redes WDM-PON. [Doctoral Dissertation]. University of São Paulo; 2015. Available from: http://www.teses.usp.br/teses/disponiveis/18/18155/tde-01062015-150759/ ;


Loyola University Chicago

18. Mathis, Latrese Tonya. A Self Study of My Leadership as Principal to Improve Student Achievement in Literacy in the Middle Grades.

Degree: Doctor of Education (EdD), School of Education, 2019, Loyola University Chicago

 This self-study examined my leadership practices as a principal and researcher. Herr and Anderson (2005) define self-study as "a focus on one's own personal and… (more)

Subjects/Keywords: Grade Level Teams; Instructional Leadership Team; Leadership Practices; Middle School; Reflective Practices; Self Study; Educational Leadership

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APA (6th Edition):

Mathis, L. T. (2019). A Self Study of My Leadership as Principal to Improve Student Achievement in Literacy in the Middle Grades. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/3352

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):

Mathis, Latrese Tonya. “A Self Study of My Leadership as Principal to Improve Student Achievement in Literacy in the Middle Grades.” 2019. Thesis, Loyola University Chicago. Accessed September 28, 2020. https://ecommons.luc.edu/luc_diss/3352.

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

MLA Handbook (7th Edition):

Mathis, Latrese Tonya. “A Self Study of My Leadership as Principal to Improve Student Achievement in Literacy in the Middle Grades.” 2019. Web. 28 Sep 2020.

Vancouver:

Mathis LT. A Self Study of My Leadership as Principal to Improve Student Achievement in Literacy in the Middle Grades. [Internet] [Thesis]. Loyola University Chicago; 2019. [cited 2020 Sep 28]. Available from: https://ecommons.luc.edu/luc_diss/3352.

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

Council of Science Editors:

Mathis LT. A Self Study of My Leadership as Principal to Improve Student Achievement in Literacy in the Middle Grades. [Thesis]. Loyola University Chicago; 2019. Available from: https://ecommons.luc.edu/luc_diss/3352

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


Leiden University

19. Borst, Maria Helena de. Effects of Maternal Behavior on Infants' Regulatory Behaviors during the Still Face Paradigm.

Degree: 2013, Leiden University

 This study investigated whether maternal reflective functioning was related to maternal sensitivity during the Still Face Paradigm (SFP). It was investigated whether the SFP elicited… (more)

Subjects/Keywords: maternal reflective functioning; maternal sensitivity; arching and squirming behaviors; self-shooting behaviors; skin conductance level; Still Face Paradigm

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APA (6th Edition):

Borst, M. H. d. (2013). Effects of Maternal Behavior on Infants' Regulatory Behaviors during the Still Face Paradigm. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/21314

Chicago Manual of Style (16th Edition):

Borst, Maria Helena de. “Effects of Maternal Behavior on Infants' Regulatory Behaviors during the Still Face Paradigm.” 2013. Masters Thesis, Leiden University. Accessed September 28, 2020. http://hdl.handle.net/1887/21314.

MLA Handbook (7th Edition):

Borst, Maria Helena de. “Effects of Maternal Behavior on Infants' Regulatory Behaviors during the Still Face Paradigm.” 2013. Web. 28 Sep 2020.

Vancouver:

Borst MHd. Effects of Maternal Behavior on Infants' Regulatory Behaviors during the Still Face Paradigm. [Internet] [Masters thesis]. Leiden University; 2013. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1887/21314.

Council of Science Editors:

Borst MHd. Effects of Maternal Behavior on Infants' Regulatory Behaviors during the Still Face Paradigm. [Masters Thesis]. Leiden University; 2013. Available from: http://hdl.handle.net/1887/21314


UCLA

20. Rios, Brooke Merryfield. Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders.

Degree: Education, 2019, UCLA

 In response to the demographic divide between administrators and students in urban public schools, this study examined the experiences of 5 White urban school leaders… (more)

Subjects/Keywords: Educational leadership; Affinity Group; Anti-Racist Leadership; Critical Self Reflection; Culturally Responsive School Leadership Theory; Reflective Supervision; White Racial Identity Development

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APA (6th Edition):

Rios, B. M. (2019). Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders. (Thesis). UCLA. Retrieved from http://www.escholarship.org/uc/item/2564v7gk

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):

Rios, Brooke Merryfield. “Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders.” 2019. Thesis, UCLA. Accessed September 28, 2020. http://www.escholarship.org/uc/item/2564v7gk.

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

MLA Handbook (7th Edition):

Rios, Brooke Merryfield. “Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders.” 2019. Web. 28 Sep 2020.

Vancouver:

Rios BM. Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders. [Internet] [Thesis]. UCLA; 2019. [cited 2020 Sep 28]. Available from: http://www.escholarship.org/uc/item/2564v7gk.

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

Council of Science Editors:

Rios BM. Waking Up to Racism: Participating in an Anti-Racist Reflective Leadership Group for White Urban School Leaders. [Thesis]. UCLA; 2019. Available from: http://www.escholarship.org/uc/item/2564v7gk

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


The Ohio State University

21. Savage, Shari L. Lolita Myths and the Normalization of Eroticized Girls in Popular Visual Culture: The Object and the Researcher Talk Back.

Degree: PhD, Art Education, 2009, The Ohio State University

  My dissertation, a self-reflective autoenthnography investigates, examines, analyzes, and critiques Lolita-like or eroticized girl representations in popular visual culture. Using a non-academic voice, I… (more)

Subjects/Keywords: Art Education; Lolita; self-reflective autoethnography; popular visual culture; eroticizing girls; arts-based inquiry; narrative research; dissertation research journal

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

APA (6th Edition):

Savage, S. L. (2009). Lolita Myths and the Normalization of Eroticized Girls in Popular Visual Culture: The Object and the Researcher Talk Back. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1242768387

Chicago Manual of Style (16th Edition):

Savage, Shari L. “Lolita Myths and the Normalization of Eroticized Girls in Popular Visual Culture: The Object and the Researcher Talk Back.” 2009. Doctoral Dissertation, The Ohio State University. Accessed September 28, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1242768387.

MLA Handbook (7th Edition):

Savage, Shari L. “Lolita Myths and the Normalization of Eroticized Girls in Popular Visual Culture: The Object and the Researcher Talk Back.” 2009. Web. 28 Sep 2020.

Vancouver:

Savage SL. Lolita Myths and the Normalization of Eroticized Girls in Popular Visual Culture: The Object and the Researcher Talk Back. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2020 Sep 28]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1242768387.

Council of Science Editors:

Savage SL. Lolita Myths and the Normalization of Eroticized Girls in Popular Visual Culture: The Object and the Researcher Talk Back. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1242768387


Queensland University of Technology

22. Stevens, Karen J. Transition: Exchange establishing a visual arts practice based on personal pedagogy.

Degree: 2015, Queensland University of Technology

 There is a perceived tension in the relationship between the roles of art teacher and artist that led to the question: can an art teacher… (more)

Subjects/Keywords: art teacher; artist teacher; self-pedagogy; autoethnography; artist identity; practice-led research; Lamina; transformational learning; authentic art making; reflective inquiry

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

APA (6th Edition):

Stevens, K. J. (2015). Transition: Exchange establishing a visual arts practice based on personal pedagogy. (Thesis). Queensland University of Technology. Retrieved from http://eprints.qut.edu.au/89698/

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):

Stevens, Karen J. “Transition: Exchange establishing a visual arts practice based on personal pedagogy.” 2015. Thesis, Queensland University of Technology. Accessed September 28, 2020. http://eprints.qut.edu.au/89698/.

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

MLA Handbook (7th Edition):

Stevens, Karen J. “Transition: Exchange establishing a visual arts practice based on personal pedagogy.” 2015. Web. 28 Sep 2020.

Vancouver:

Stevens KJ. Transition: Exchange establishing a visual arts practice based on personal pedagogy. [Internet] [Thesis]. Queensland University of Technology; 2015. [cited 2020 Sep 28]. Available from: http://eprints.qut.edu.au/89698/.

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

Council of Science Editors:

Stevens KJ. Transition: Exchange establishing a visual arts practice based on personal pedagogy. [Thesis]. Queensland University of Technology; 2015. Available from: http://eprints.qut.edu.au/89698/

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


Brock University

23. Onody, Judy. Pausing at the river's edge : a narrative inquiry into the practice of a reading teacher .

Degree: Department of Graduate and Undergraduate Studies in Education, 2004, Brock University

 In this narrative self-study I retell and connect the stories ofmy personal journey with literacy from childhood to the present. I use narrative as both… (more)

Subjects/Keywords: Teachers; Self perception.; Reflective teaching.; Psychology; Literacy

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APA (6th Edition):

Onody, J. (2004). Pausing at the river's edge : a narrative inquiry into the practice of a reading teacher . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/2264

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):

Onody, Judy. “Pausing at the river's edge : a narrative inquiry into the practice of a reading teacher .” 2004. Thesis, Brock University. Accessed September 28, 2020. http://hdl.handle.net/10464/2264.

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

MLA Handbook (7th Edition):

Onody, Judy. “Pausing at the river's edge : a narrative inquiry into the practice of a reading teacher .” 2004. Web. 28 Sep 2020.

Vancouver:

Onody J. Pausing at the river's edge : a narrative inquiry into the practice of a reading teacher . [Internet] [Thesis]. Brock University; 2004. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10464/2264.

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

Council of Science Editors:

Onody J. Pausing at the river's edge : a narrative inquiry into the practice of a reading teacher . [Thesis]. Brock University; 2004. Available from: http://hdl.handle.net/10464/2264

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


Brock University

24. Brown, Hilary. I must walk through the gate : an ontological necessity .

Degree: Department of Graduate and Undergraduate Studies in Education, 2010, Brock University

 This research is a self-study into my life as an athlete, elementary school teacher, leamer, and as a teacher educator/academic. Throughout the inquiry, I explore… (more)

Subjects/Keywords: Reflective learning; Self-perception; Psychology  – Biographical methods

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APA (6th Edition):

Brown, H. (2010). I must walk through the gate : an ontological necessity . (Thesis). Brock University. Retrieved from http://hdl.handle.net/10464/3054

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):

Brown, Hilary. “I must walk through the gate : an ontological necessity .” 2010. Thesis, Brock University. Accessed September 28, 2020. http://hdl.handle.net/10464/3054.

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

MLA Handbook (7th Edition):

Brown, Hilary. “I must walk through the gate : an ontological necessity .” 2010. Web. 28 Sep 2020.

Vancouver:

Brown H. I must walk through the gate : an ontological necessity . [Internet] [Thesis]. Brock University; 2010. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10464/3054.

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

Council of Science Editors:

Brown H. I must walk through the gate : an ontological necessity . [Thesis]. Brock University; 2010. Available from: http://hdl.handle.net/10464/3054

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


University of Georgia

25. Hamilton-Jones, Bethany Marie. Preparing for collaboration.

Degree: 2014, University of Georgia

 The purpose of this qualitative case study is to describe preservice special education teachers’ beliefs and perceptions about collaboration as a professional practice. It has… (more)

Subjects/Keywords: collaboration; co-teaching; special education teacher preparation; reflective practice; teacher efficacy; self-efficacy; online learning environment; conflict; qualitative study

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

APA (6th Edition):

Hamilton-Jones, B. M. (2014). Preparing for collaboration. (Thesis). University of Georgia. Retrieved from http://hdl.handle.net/10724/25812

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):

Hamilton-Jones, Bethany Marie. “Preparing for collaboration.” 2014. Thesis, University of Georgia. Accessed September 28, 2020. http://hdl.handle.net/10724/25812.

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

MLA Handbook (7th Edition):

Hamilton-Jones, Bethany Marie. “Preparing for collaboration.” 2014. Web. 28 Sep 2020.

Vancouver:

Hamilton-Jones BM. Preparing for collaboration. [Internet] [Thesis]. University of Georgia; 2014. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10724/25812.

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

Council of Science Editors:

Hamilton-Jones BM. Preparing for collaboration. [Thesis]. University of Georgia; 2014. Available from: http://hdl.handle.net/10724/25812

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


Georgia State University

26. Fynn-Aikins, Xylecia. Teacher Reflective Practice As A Response To Technical Rationalism.

Degree: PhD, Educational Policy Studies, 2016, Georgia State University

  The purpose of this study was to examine how an African American teacher in an urban school used reflection to inform her pedagogical practice… (more)

Subjects/Keywords: INDEX WORDS: Autoethnography; Character Portrait; Journal; Pedagogy; Poetry; Reflection; Reflective Practice; Self-Study; Subjectivity; Technical Rationalism; Technicism; Urban Education

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APA (6th Edition):

Fynn-Aikins, X. (2016). Teacher Reflective Practice As A Response To Technical Rationalism. (Doctoral Dissertation). Georgia State University. Retrieved from https://scholarworks.gsu.edu/eps_diss/193

Chicago Manual of Style (16th Edition):

Fynn-Aikins, Xylecia. “Teacher Reflective Practice As A Response To Technical Rationalism.” 2016. Doctoral Dissertation, Georgia State University. Accessed September 28, 2020. https://scholarworks.gsu.edu/eps_diss/193.

MLA Handbook (7th Edition):

Fynn-Aikins, Xylecia. “Teacher Reflective Practice As A Response To Technical Rationalism.” 2016. Web. 28 Sep 2020.

Vancouver:

Fynn-Aikins X. Teacher Reflective Practice As A Response To Technical Rationalism. [Internet] [Doctoral dissertation]. Georgia State University; 2016. [cited 2020 Sep 28]. Available from: https://scholarworks.gsu.edu/eps_diss/193.

Council of Science Editors:

Fynn-Aikins X. Teacher Reflective Practice As A Response To Technical Rationalism. [Doctoral Dissertation]. Georgia State University; 2016. Available from: https://scholarworks.gsu.edu/eps_diss/193


Victoria University of Wellington

27. Levine, Mary Anne. Transforming Experiences: a Reflective Topical Autobiography of Facilitating Student Nurse Development Through International Immersion Programmes.

Degree: 2006, Victoria University of Wellington

 The focus of this study is the impact of an international education programme on baccalaureate nursing students taken by me, their teacher/professor, to become immersed… (more)

Subjects/Keywords: Cultural immersion; Nursing education; Self-reflective; Personal experience; Midwifery education; Reflective practice; The emotional sentence; Reflective topical autobiography; Deep reflective process; Personal stories

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

APA (6th Edition):

Levine, M. A. (2006). Transforming Experiences: a Reflective Topical Autobiography of Facilitating Student Nurse Development Through International Immersion Programmes. (Doctoral Dissertation). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/52

Chicago Manual of Style (16th Edition):

Levine, Mary Anne. “Transforming Experiences: a Reflective Topical Autobiography of Facilitating Student Nurse Development Through International Immersion Programmes.” 2006. Doctoral Dissertation, Victoria University of Wellington. Accessed September 28, 2020. http://hdl.handle.net/10063/52.

MLA Handbook (7th Edition):

Levine, Mary Anne. “Transforming Experiences: a Reflective Topical Autobiography of Facilitating Student Nurse Development Through International Immersion Programmes.” 2006. Web. 28 Sep 2020.

Vancouver:

Levine MA. Transforming Experiences: a Reflective Topical Autobiography of Facilitating Student Nurse Development Through International Immersion Programmes. [Internet] [Doctoral dissertation]. Victoria University of Wellington; 2006. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10063/52.

Council of Science Editors:

Levine MA. Transforming Experiences: a Reflective Topical Autobiography of Facilitating Student Nurse Development Through International Immersion Programmes. [Doctoral Dissertation]. Victoria University of Wellington; 2006. Available from: http://hdl.handle.net/10063/52


University of Pretoria

28. Masalesa, Metse Juliet. Ditaodišosengwalo tša bokgoni - E neelanwe go ya ka phethagatšo ya dinyakwa tša dikrii (Sepedi).

Degree: African Languages, 2010, University of Pretoria

 The objective of this investigation is to conduct research into the authors of Sepedi essays (and their works) whose essays display elements of excellence. The… (more)

Subjects/Keywords: Descriptive essay; Self-reflective essay; Self-explanatory essay; Body; Plot; Style; Hoofdeel; Verhalende essay; Beskrywinde essay; Selfbesinnende essay; Intrige; Formal essay; Narrative essay; Essay; Formele essay; Selfverklarende essay; UCTD

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

APA (6th Edition):

Masalesa, M. (2010). Ditaodišosengwalo tša bokgoni - E neelanwe go ya ka phethagatšo ya dinyakwa tša dikrii (Sepedi). (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/27829

Chicago Manual of Style (16th Edition):

Masalesa, Metse. “Ditaodišosengwalo tša bokgoni - E neelanwe go ya ka phethagatšo ya dinyakwa tša dikrii (Sepedi).” 2010. Masters Thesis, University of Pretoria. Accessed September 28, 2020. http://hdl.handle.net/2263/27829.

MLA Handbook (7th Edition):

Masalesa, Metse. “Ditaodišosengwalo tša bokgoni - E neelanwe go ya ka phethagatšo ya dinyakwa tša dikrii (Sepedi).” 2010. Web. 28 Sep 2020.

Vancouver:

Masalesa M. Ditaodišosengwalo tša bokgoni - E neelanwe go ya ka phethagatšo ya dinyakwa tša dikrii (Sepedi). [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2263/27829.

Council of Science Editors:

Masalesa M. Ditaodišosengwalo tša bokgoni - E neelanwe go ya ka phethagatšo ya dinyakwa tša dikrii (Sepedi). [Masters Thesis]. University of Pretoria; 2010. Available from: http://hdl.handle.net/2263/27829


University of Pretoria

29. [No author]. Ditaodišosengwalo tša bokgoni - E neelanwe go ya ka phethagatšo ya dinyakwa tša dikrii (Sepedi) .

Degree: 2010, University of Pretoria

 The objective of this investigation is to conduct research into the authors of Sepedi essays (and their works) whose essays display elements of excellence. The… (more)

Subjects/Keywords: Descriptive essay; Self-reflective essay; Self-explanatory essay; Body; Plot; Style; Hoofdeel; Verhalende essay; Beskrywinde essay; Selfbesinnende essay; Intrige; Formal essay; Narrative essay; Essay; Formele essay; Selfverklarende essay; UCTD

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

APA (6th Edition):

author], [. (2010). Ditaodišosengwalo tša bokgoni - E neelanwe go ya ka phethagatšo ya dinyakwa tša dikrii (Sepedi) . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-09082010-145253/

Chicago Manual of Style (16th Edition):

author], [No. “Ditaodišosengwalo tša bokgoni - E neelanwe go ya ka phethagatšo ya dinyakwa tša dikrii (Sepedi) .” 2010. Masters Thesis, University of Pretoria. Accessed September 28, 2020. http://upetd.up.ac.za/thesis/available/etd-09082010-145253/.

MLA Handbook (7th Edition):

author], [No. “Ditaodišosengwalo tša bokgoni - E neelanwe go ya ka phethagatšo ya dinyakwa tša dikrii (Sepedi) .” 2010. Web. 28 Sep 2020.

Vancouver:

author] [. Ditaodišosengwalo tša bokgoni - E neelanwe go ya ka phethagatšo ya dinyakwa tša dikrii (Sepedi) . [Internet] [Masters thesis]. University of Pretoria; 2010. [cited 2020 Sep 28]. Available from: http://upetd.up.ac.za/thesis/available/etd-09082010-145253/.

Council of Science Editors:

author] [. Ditaodišosengwalo tša bokgoni - E neelanwe go ya ka phethagatšo ya dinyakwa tša dikrii (Sepedi) . [Masters Thesis]. University of Pretoria; 2010. Available from: http://upetd.up.ac.za/thesis/available/etd-09082010-145253/

30. Felipe Alves Pereira Pinto. Um framework baseado em modelos para desenvolvimento de sistemas multimídia distribuídos autoadaptativos.

Degree: 2011, Universidade Federal do Rio Grande do Norte

Sistemas multimídia distribuídos possuem características bastante variáveis, podendo implicar em novos requisitos à medida que novas tecnologias são disponibilizadas ou na necessidade de adequação de… (more)

Subjects/Keywords: Sistemas multimídia distribuídos; Adaptação; Autoadaptação; Framework; Reflexivo; Componentes; ADL; Modelo; QoS; Metamodelo; SISTEMAS DE COMPUTACAO; Distributed multimedia systems; Adaptation; Self-adaptation; Framework; Reflective; Component; ADL; Model; QoS; Meta-model

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

APA (6th Edition):

Pinto, F. A. P. (2011). Um framework baseado em modelos para desenvolvimento de sistemas multimídia distribuídos autoadaptativos. (Thesis). Universidade Federal do Rio Grande do Norte. Retrieved from http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=4209

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):

Pinto, Felipe Alves Pereira. “Um framework baseado em modelos para desenvolvimento de sistemas multimídia distribuídos autoadaptativos.” 2011. Thesis, Universidade Federal do Rio Grande do Norte. Accessed September 28, 2020. http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=4209.

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

MLA Handbook (7th Edition):

Pinto, Felipe Alves Pereira. “Um framework baseado em modelos para desenvolvimento de sistemas multimídia distribuídos autoadaptativos.” 2011. Web. 28 Sep 2020.

Vancouver:

Pinto FAP. Um framework baseado em modelos para desenvolvimento de sistemas multimídia distribuídos autoadaptativos. [Internet] [Thesis]. Universidade Federal do Rio Grande do Norte; 2011. [cited 2020 Sep 28]. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=4209.

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

Council of Science Editors:

Pinto FAP. Um framework baseado em modelos para desenvolvimento de sistemas multimídia distribuídos autoadaptativos. [Thesis]. Universidade Federal do Rio Grande do Norte; 2011. Available from: http://bdtd.bczm.ufrn.br/tedesimplificado//tde_busca/arquivo.php?codArquivo=4209

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

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