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You searched for subject:(Social AND Philosophical Foundations of Education). Showing records 1 – 30 of 446 total matches.

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1. Bannan-Watts, Margaret Elizabeth. Spiritual ecological consciousness towards ecological conversion: Experiental stories of senior secondary students and an autoethnography of the researcher.

Degree: Doctor of Education (EdD), 2009, Australian Catholic University

 Pope John Paul II called the Catholic people of the world to an ecological conversion in response to scientific information that the Earth is experiencing… (more)

Subjects/Keywords: Social and Philosophical Foundations of Education

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APA (6th Edition):

Bannan-Watts, M. E. (2009). Spiritual ecological consciousness towards ecological conversion: Experiental stories of senior secondary students and an autoethnography of the researcher. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/283

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):

Bannan-Watts, Margaret Elizabeth. “Spiritual ecological consciousness towards ecological conversion: Experiental stories of senior secondary students and an autoethnography of the researcher.” 2009. Thesis, Australian Catholic University. Accessed January 21, 2019. https://researchbank.acu.edu.au/theses/283.

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

MLA Handbook (7th Edition):

Bannan-Watts, Margaret Elizabeth. “Spiritual ecological consciousness towards ecological conversion: Experiental stories of senior secondary students and an autoethnography of the researcher.” 2009. Web. 21 Jan 2019.

Vancouver:

Bannan-Watts ME. Spiritual ecological consciousness towards ecological conversion: Experiental stories of senior secondary students and an autoethnography of the researcher. [Internet] [Thesis]. Australian Catholic University; 2009. [cited 2019 Jan 21]. Available from: https://researchbank.acu.edu.au/theses/283.

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

Council of Science Editors:

Bannan-Watts ME. Spiritual ecological consciousness towards ecological conversion: Experiental stories of senior secondary students and an autoethnography of the researcher. [Thesis]. Australian Catholic University; 2009. Available from: https://researchbank.acu.edu.au/theses/283

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

2. Richey, Tory Lynn. An Historical Inquiry into Thomas Jefferson's Influence on the American Educational System.

Degree: PhD, Educational Administration and Policy Studies, 2009, U of Denver

  The purpose of this study was to take a deeper look at the influence of an important American historical figure, Thomas Jefferson, on the… (more)

Subjects/Keywords: Education; Influence; Thomas Jefferson; Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Richey, T. L. (2009). An Historical Inquiry into Thomas Jefferson's Influence on the American Educational System. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/909

Chicago Manual of Style (16th Edition):

Richey, Tory Lynn. “An Historical Inquiry into Thomas Jefferson's Influence on the American Educational System.” 2009. Doctoral Dissertation, U of Denver. Accessed January 21, 2019. https://digitalcommons.du.edu/etd/909.

MLA Handbook (7th Edition):

Richey, Tory Lynn. “An Historical Inquiry into Thomas Jefferson's Influence on the American Educational System.” 2009. Web. 21 Jan 2019.

Vancouver:

Richey TL. An Historical Inquiry into Thomas Jefferson's Influence on the American Educational System. [Internet] [Doctoral dissertation]. U of Denver; 2009. [cited 2019 Jan 21]. Available from: https://digitalcommons.du.edu/etd/909.

Council of Science Editors:

Richey TL. An Historical Inquiry into Thomas Jefferson's Influence on the American Educational System. [Doctoral Dissertation]. U of Denver; 2009. Available from: https://digitalcommons.du.edu/etd/909

3. Shank, Perry S. The Nature of Imagination in Pedagogy: a Qualitative Study of an Elementary School Setting.

Degree: PhD, Curriculum and Instruction, 2015, U of Denver

  The task of this dissertation is to assess the popular thought of teachers on the topic of imagination and uncover how they incorporate imaginative… (more)

Subjects/Keywords: Creativity; Imagination; Imagine; Innovation; Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Shank, P. S. (2015). The Nature of Imagination in Pedagogy: a Qualitative Study of an Elementary School Setting. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1082

Chicago Manual of Style (16th Edition):

Shank, Perry S. “The Nature of Imagination in Pedagogy: a Qualitative Study of an Elementary School Setting.” 2015. Doctoral Dissertation, U of Denver. Accessed January 21, 2019. https://digitalcommons.du.edu/etd/1082.

MLA Handbook (7th Edition):

Shank, Perry S. “The Nature of Imagination in Pedagogy: a Qualitative Study of an Elementary School Setting.” 2015. Web. 21 Jan 2019.

Vancouver:

Shank PS. The Nature of Imagination in Pedagogy: a Qualitative Study of an Elementary School Setting. [Internet] [Doctoral dissertation]. U of Denver; 2015. [cited 2019 Jan 21]. Available from: https://digitalcommons.du.edu/etd/1082.

Council of Science Editors:

Shank PS. The Nature of Imagination in Pedagogy: a Qualitative Study of an Elementary School Setting. [Doctoral Dissertation]. U of Denver; 2015. Available from: https://digitalcommons.du.edu/etd/1082


University of Vermont

4. Bass, Leahn Rachael. Passion In A Non-Traditional Student Through Higher Education: The Guiding Points That Made Her...her.

Degree: MEd, Interdisciplinary, 2016, University of Vermont

  This project explains one person developing an instrument that was stripped from a young age, yet voyaged a pathway of determination to become a… (more)

Subjects/Keywords: Educational Administration and Supervision; Social and Philosophical Foundations of Education

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APA (6th Edition):

Bass, L. R. (2016). Passion In A Non-Traditional Student Through Higher Education: The Guiding Points That Made Her...her. (Thesis). University of Vermont. Retrieved from https://scholarworks.uvm.edu/graddis/534

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):

Bass, Leahn Rachael. “Passion In A Non-Traditional Student Through Higher Education: The Guiding Points That Made Her...her.” 2016. Thesis, University of Vermont. Accessed January 21, 2019. https://scholarworks.uvm.edu/graddis/534.

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

MLA Handbook (7th Edition):

Bass, Leahn Rachael. “Passion In A Non-Traditional Student Through Higher Education: The Guiding Points That Made Her...her.” 2016. Web. 21 Jan 2019.

Vancouver:

Bass LR. Passion In A Non-Traditional Student Through Higher Education: The Guiding Points That Made Her...her. [Internet] [Thesis]. University of Vermont; 2016. [cited 2019 Jan 21]. Available from: https://scholarworks.uvm.edu/graddis/534.

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

Council of Science Editors:

Bass LR. Passion In A Non-Traditional Student Through Higher Education: The Guiding Points That Made Her...her. [Thesis]. University of Vermont; 2016. Available from: https://scholarworks.uvm.edu/graddis/534

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


University of Louisville

5. Dickinson, Emily R., 1974-. Cultural capital and the family-school mesosystem : a multiple groups analysis of school-based parent involvement types and their relations with early student achievement.

Degree: PhD, Department of Educational and Counseling Psychology, Counseling, and College Student Personnel, 2014, University of Louisville

  This dissertation study explored the relationship between school-based parent involvement and early reading outcomes by positing that different types of parent involvement activities reflect… (more)

Subjects/Keywords: Educational Psychology; Social and Philosophical Foundations of Education

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APA (6th Edition):

Dickinson, Emily R., 1. (2014). Cultural capital and the family-school mesosystem : a multiple groups analysis of school-based parent involvement types and their relations with early student achievement. (Doctoral Dissertation). University of Louisville. Retrieved from 10.18297/etd/1717 ; https://ir.library.louisville.edu/etd/1717

Chicago Manual of Style (16th Edition):

Dickinson, Emily R., 1974-. “Cultural capital and the family-school mesosystem : a multiple groups analysis of school-based parent involvement types and their relations with early student achievement.” 2014. Doctoral Dissertation, University of Louisville. Accessed January 21, 2019. 10.18297/etd/1717 ; https://ir.library.louisville.edu/etd/1717.

MLA Handbook (7th Edition):

Dickinson, Emily R., 1974-. “Cultural capital and the family-school mesosystem : a multiple groups analysis of school-based parent involvement types and their relations with early student achievement.” 2014. Web. 21 Jan 2019.

Vancouver:

Dickinson, Emily R. 1. Cultural capital and the family-school mesosystem : a multiple groups analysis of school-based parent involvement types and their relations with early student achievement. [Internet] [Doctoral dissertation]. University of Louisville; 2014. [cited 2019 Jan 21]. Available from: 10.18297/etd/1717 ; https://ir.library.louisville.edu/etd/1717.

Council of Science Editors:

Dickinson, Emily R. 1. Cultural capital and the family-school mesosystem : a multiple groups analysis of school-based parent involvement types and their relations with early student achievement. [Doctoral Dissertation]. University of Louisville; 2014. Available from: 10.18297/etd/1717 ; https://ir.library.louisville.edu/etd/1717

6. Origitano, Catlyn. Moral Imagination and Adorno: Before and After Auschwitz.

Degree: 2016, Marquette University

 In the aftermath of national or international tragedies, appeals for action such as, “Never Forget” or “Never Again” are ubiquitous. Theodor Adorno makes a similar… (more)

Subjects/Keywords: Adorno; Auschwitz; Moral Imagination; Philosophy; Social and Philosophical Foundations of Education

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APA (6th Edition):

Origitano, C. (2016). Moral Imagination and Adorno: Before and After Auschwitz. (Thesis). Marquette University. Retrieved from https://epublications.marquette.edu/dissertations_mu/656

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):

Origitano, Catlyn. “Moral Imagination and Adorno: Before and After Auschwitz.” 2016. Thesis, Marquette University. Accessed January 21, 2019. https://epublications.marquette.edu/dissertations_mu/656.

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

MLA Handbook (7th Edition):

Origitano, Catlyn. “Moral Imagination and Adorno: Before and After Auschwitz.” 2016. Web. 21 Jan 2019.

Vancouver:

Origitano C. Moral Imagination and Adorno: Before and After Auschwitz. [Internet] [Thesis]. Marquette University; 2016. [cited 2019 Jan 21]. Available from: https://epublications.marquette.edu/dissertations_mu/656.

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

Council of Science Editors:

Origitano C. Moral Imagination and Adorno: Before and After Auschwitz. [Thesis]. Marquette University; 2016. Available from: https://epublications.marquette.edu/dissertations_mu/656

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

7. Goodwin, Denise Anne Carmel. Exploring the spirituality and religiosity of Dinka Children in Catholic Schools in the western suburbs of Melbourne, Victoria.

Degree: PhD, 2011, Australian Catholic University

 This research explored the religiosity and spirituality of newly arrived Catholic Dinka children in Catholic schools in the western suburbs of Melbourne. In particular, the… (more)

Subjects/Keywords: Educational Sociology; Social and Philosophical Foundations of Education

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APA (6th Edition):

Goodwin, D. A. C. (2011). Exploring the spirituality and religiosity of Dinka Children in Catholic Schools in the western suburbs of Melbourne, Victoria. (Doctoral Dissertation). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/358

Chicago Manual of Style (16th Edition):

Goodwin, Denise Anne Carmel. “Exploring the spirituality and religiosity of Dinka Children in Catholic Schools in the western suburbs of Melbourne, Victoria.” 2011. Doctoral Dissertation, Australian Catholic University. Accessed January 21, 2019. https://researchbank.acu.edu.au/theses/358.

MLA Handbook (7th Edition):

Goodwin, Denise Anne Carmel. “Exploring the spirituality and religiosity of Dinka Children in Catholic Schools in the western suburbs of Melbourne, Victoria.” 2011. Web. 21 Jan 2019.

Vancouver:

Goodwin DAC. Exploring the spirituality and religiosity of Dinka Children in Catholic Schools in the western suburbs of Melbourne, Victoria. [Internet] [Doctoral dissertation]. Australian Catholic University; 2011. [cited 2019 Jan 21]. Available from: https://researchbank.acu.edu.au/theses/358.

Council of Science Editors:

Goodwin DAC. Exploring the spirituality and religiosity of Dinka Children in Catholic Schools in the western suburbs of Melbourne, Victoria. [Doctoral Dissertation]. Australian Catholic University; 2011. Available from: https://researchbank.acu.edu.au/theses/358

8. Cormier, Carolyn Nicole Squires. An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making.

Degree: Doctor of Education (EdD), Educational Leadership, 2017, University of New England

  Educational leaders face difficult decisions on a regular basis. These decisions, often associated with educational leadership and organizational change, are influenced by a variety… (more)

Subjects/Keywords: Educational Leadership; Social and Philosophical Foundations of Education

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APA (6th Edition):

Cormier, C. N. S. (2017). An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making. (Thesis). University of New England. Retrieved from http://dune.une.edu/theses/115

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):

Cormier, Carolyn Nicole Squires. “An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making.” 2017. Thesis, University of New England. Accessed January 21, 2019. http://dune.une.edu/theses/115.

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

MLA Handbook (7th Edition):

Cormier, Carolyn Nicole Squires. “An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making.” 2017. Web. 21 Jan 2019.

Vancouver:

Cormier CNS. An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making. [Internet] [Thesis]. University of New England; 2017. [cited 2019 Jan 21]. Available from: http://dune.une.edu/theses/115.

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

Council of Science Editors:

Cormier CNS. An Exploration Of The Manner In Which Personal Spirituality Influences Five New Hampshire Principals’ Decision-Making. [Thesis]. University of New England; 2017. Available from: http://dune.une.edu/theses/115

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


California State University – San Bernardino

9. gallego, brady s. COUNTER-PROPAGANDA EDUCATION: A CRITICAL POSTMODERN PHILOSOPHY OF EDUCATION.

Degree: MAin Education, Education, 2015, California State University – San Bernardino

  Philosophy of education not only forms the background for curriculum construction and pedagogy but there is a connection between epistemology and education within the… (more)

Subjects/Keywords: philosophy of education; correctional education; postmodern; critcal theory; Social and Philosophical Foundations of Education

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APA (6th Edition):

gallego, b. s. (2015). COUNTER-PROPAGANDA EDUCATION: A CRITICAL POSTMODERN PHILOSOPHY OF EDUCATION. (Thesis). California State University – San Bernardino. Retrieved from http://scholarworks.lib.csusb.edu/etd/127

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):

gallego, brady s. “COUNTER-PROPAGANDA EDUCATION: A CRITICAL POSTMODERN PHILOSOPHY OF EDUCATION.” 2015. Thesis, California State University – San Bernardino. Accessed January 21, 2019. http://scholarworks.lib.csusb.edu/etd/127.

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

MLA Handbook (7th Edition):

gallego, brady s. “COUNTER-PROPAGANDA EDUCATION: A CRITICAL POSTMODERN PHILOSOPHY OF EDUCATION.” 2015. Web. 21 Jan 2019.

Vancouver:

gallego bs. COUNTER-PROPAGANDA EDUCATION: A CRITICAL POSTMODERN PHILOSOPHY OF EDUCATION. [Internet] [Thesis]. California State University – San Bernardino; 2015. [cited 2019 Jan 21]. Available from: http://scholarworks.lib.csusb.edu/etd/127.

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

Council of Science Editors:

gallego bs. COUNTER-PROPAGANDA EDUCATION: A CRITICAL POSTMODERN PHILOSOPHY OF EDUCATION. [Thesis]. California State University – San Bernardino; 2015. Available from: http://scholarworks.lib.csusb.edu/etd/127

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

10. Takazawa, Mahi. Exploration of Soka Education Principles on Global Citizenship: a Qualitative Study of U.S. K-3 Soka Educators.

Degree: Doctor of Education (EdD), Leadership Studies, 2016, University of San Francisco

  The globalized world continues to be wracked by environmental, economic, sociopolitical, and spiritual crises (Earth Council, 2002; Laszlo, 2009). Education for global citizenship holds… (more)

Subjects/Keywords: Education for Global Citizenship; Global Citizenship; Soka Education; Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Takazawa, M. (2016). Exploration of Soka Education Principles on Global Citizenship: a Qualitative Study of U.S. K-3 Soka Educators. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/324

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):

Takazawa, Mahi. “Exploration of Soka Education Principles on Global Citizenship: a Qualitative Study of U.S. K-3 Soka Educators.” 2016. Thesis, University of San Francisco. Accessed January 21, 2019. https://repository.usfca.edu/diss/324.

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

MLA Handbook (7th Edition):

Takazawa, Mahi. “Exploration of Soka Education Principles on Global Citizenship: a Qualitative Study of U.S. K-3 Soka Educators.” 2016. Web. 21 Jan 2019.

Vancouver:

Takazawa M. Exploration of Soka Education Principles on Global Citizenship: a Qualitative Study of U.S. K-3 Soka Educators. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jan 21]. Available from: https://repository.usfca.edu/diss/324.

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

Council of Science Editors:

Takazawa M. Exploration of Soka Education Principles on Global Citizenship: a Qualitative Study of U.S. K-3 Soka Educators. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/324

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


Northeastern University

11. Kerzner-Sirois, Lisa R. Parent mentorship and self-efficacy: an inductive research study.

Degree: EdD, School of Education, 2012, Northeastern University

 This study focuses on the problem of parents who lack positive parenting skills as linked to academic, social, emotional, and behavioral risk factors in children… (more)

Subjects/Keywords: efficacy; mentoring; parenting; risk-factors; social learning; Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Kerzner-Sirois, L. R. (2012). Parent mentorship and self-efficacy: an inductive research study. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003204

Chicago Manual of Style (16th Edition):

Kerzner-Sirois, Lisa R. “Parent mentorship and self-efficacy: an inductive research study.” 2012. Doctoral Dissertation, Northeastern University. Accessed January 21, 2019. http://hdl.handle.net/2047/d20003204.

MLA Handbook (7th Edition):

Kerzner-Sirois, Lisa R. “Parent mentorship and self-efficacy: an inductive research study.” 2012. Web. 21 Jan 2019.

Vancouver:

Kerzner-Sirois LR. Parent mentorship and self-efficacy: an inductive research study. [Internet] [Doctoral dissertation]. Northeastern University; 2012. [cited 2019 Jan 21]. Available from: http://hdl.handle.net/2047/d20003204.

Council of Science Editors:

Kerzner-Sirois LR. Parent mentorship and self-efficacy: an inductive research study. [Doctoral Dissertation]. Northeastern University; 2012. Available from: http://hdl.handle.net/2047/d20003204

12. Mngo, Zachary Y. Instructors' Perceptions of the Bologna Model of Higher Education Reform in Cameroon.

Degree: PhD, Leadership PhD, 2011, Andrews University

  Problem Statement. The literature on education in Cameroon suggests that there is a deep-rooted history of resistance to educational reform and harmonization both at… (more)

Subjects/Keywords: Bilingual, Multilingual, and Multicultural Education; Education; Social and Philosophical Foundations of Education

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

APA (6th Edition):

Mngo, Z. Y. (2011). Instructors' Perceptions of the Bologna Model of Higher Education Reform in Cameroon. (Doctoral Dissertation). Andrews University. Retrieved from https://digitalcommons.andrews.edu/dissertations/584

Chicago Manual of Style (16th Edition):

Mngo, Zachary Y. “Instructors' Perceptions of the Bologna Model of Higher Education Reform in Cameroon.” 2011. Doctoral Dissertation, Andrews University. Accessed January 21, 2019. https://digitalcommons.andrews.edu/dissertations/584.

MLA Handbook (7th Edition):

Mngo, Zachary Y. “Instructors' Perceptions of the Bologna Model of Higher Education Reform in Cameroon.” 2011. Web. 21 Jan 2019.

Vancouver:

Mngo ZY. Instructors' Perceptions of the Bologna Model of Higher Education Reform in Cameroon. [Internet] [Doctoral dissertation]. Andrews University; 2011. [cited 2019 Jan 21]. Available from: https://digitalcommons.andrews.edu/dissertations/584.

Council of Science Editors:

Mngo ZY. Instructors' Perceptions of the Bologna Model of Higher Education Reform in Cameroon. [Doctoral Dissertation]. Andrews University; 2011. Available from: https://digitalcommons.andrews.edu/dissertations/584

13. Newburgh, Katherine. Teaching in Good Faith: A Exploration of the Personal, Professional, and Philosophical Evolution of First-Year Educators.

Degree: PhD, Curriculum and Instruction, 2017, U of Denver

  The teaching profession is notoriously difficult. The attrition rate for teachers in their first three years is 25% compared to the national attrition rate… (more)

Subjects/Keywords: First Year Teacher; Social Emotional Support; Teacher Attrition; Social and Philosophical Foundations of Education

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APA (6th Edition):

Newburgh, K. (2017). Teaching in Good Faith: A Exploration of the Personal, Professional, and Philosophical Evolution of First-Year Educators. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/1249

Chicago Manual of Style (16th Edition):

Newburgh, Katherine. “Teaching in Good Faith: A Exploration of the Personal, Professional, and Philosophical Evolution of First-Year Educators.” 2017. Doctoral Dissertation, U of Denver. Accessed January 21, 2019. https://digitalcommons.du.edu/etd/1249.

MLA Handbook (7th Edition):

Newburgh, Katherine. “Teaching in Good Faith: A Exploration of the Personal, Professional, and Philosophical Evolution of First-Year Educators.” 2017. Web. 21 Jan 2019.

Vancouver:

Newburgh K. Teaching in Good Faith: A Exploration of the Personal, Professional, and Philosophical Evolution of First-Year Educators. [Internet] [Doctoral dissertation]. U of Denver; 2017. [cited 2019 Jan 21]. Available from: https://digitalcommons.du.edu/etd/1249.

Council of Science Editors:

Newburgh K. Teaching in Good Faith: A Exploration of the Personal, Professional, and Philosophical Evolution of First-Year Educators. [Doctoral Dissertation]. U of Denver; 2017. Available from: https://digitalcommons.du.edu/etd/1249

14. Nelson, Tania Angela. Building bridges: Exploring the contributions of principals and pastors to the mission of Lutheran primary schools.

Degree: Doctor of Education (EdD), 2016, Australian Catholic University

 In this research the mission of the Lutheran primary school, and the contributions of principals and pastors to that mission, was explored. The concern of… (more)

Subjects/Keywords: Christian Denominations and Sects; Elementary Education and Teaching; Social and Philosophical Foundations of Education

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APA (6th Edition):

Nelson, T. A. (2016). Building bridges: Exploring the contributions of principals and pastors to the mission of Lutheran primary schools. (Thesis). Australian Catholic University. Retrieved from https://researchbank.acu.edu.au/theses/610

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):

Nelson, Tania Angela. “Building bridges: Exploring the contributions of principals and pastors to the mission of Lutheran primary schools.” 2016. Thesis, Australian Catholic University. Accessed January 21, 2019. https://researchbank.acu.edu.au/theses/610.

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

MLA Handbook (7th Edition):

Nelson, Tania Angela. “Building bridges: Exploring the contributions of principals and pastors to the mission of Lutheran primary schools.” 2016. Web. 21 Jan 2019.

Vancouver:

Nelson TA. Building bridges: Exploring the contributions of principals and pastors to the mission of Lutheran primary schools. [Internet] [Thesis]. Australian Catholic University; 2016. [cited 2019 Jan 21]. Available from: https://researchbank.acu.edu.au/theses/610.

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

Council of Science Editors:

Nelson TA. Building bridges: Exploring the contributions of principals and pastors to the mission of Lutheran primary schools. [Thesis]. Australian Catholic University; 2016. Available from: https://researchbank.acu.edu.au/theses/610

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


University of Tennessee – Knoxville

15. Mariner, Nicholas Scott. "People Who Look Like Me": Community, Space and Power in a Segregated East Tennessee School.

Degree: 2010, University of Tennessee – Knoxville

 This Cultural Studies dissertation comes from extended research on three East Tennessee school districts as they attempted to integrate after the Supreme Court mandated an… (more)

Subjects/Keywords: segregation; desegregation; education history; historical ethnography; oral history; community; Social and Philosophical Foundations of Education

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APA (6th Edition):

Mariner, N. S. (2010). "People Who Look Like Me": Community, Space and Power in a Segregated East Tennessee School. (Doctoral Dissertation). University of Tennessee – Knoxville. Retrieved from https://trace.tennessee.edu/utk_graddiss/898

Chicago Manual of Style (16th Edition):

Mariner, Nicholas Scott. “"People Who Look Like Me": Community, Space and Power in a Segregated East Tennessee School.” 2010. Doctoral Dissertation, University of Tennessee – Knoxville. Accessed January 21, 2019. https://trace.tennessee.edu/utk_graddiss/898.

MLA Handbook (7th Edition):

Mariner, Nicholas Scott. “"People Who Look Like Me": Community, Space and Power in a Segregated East Tennessee School.” 2010. Web. 21 Jan 2019.

Vancouver:

Mariner NS. "People Who Look Like Me": Community, Space and Power in a Segregated East Tennessee School. [Internet] [Doctoral dissertation]. University of Tennessee – Knoxville; 2010. [cited 2019 Jan 21]. Available from: https://trace.tennessee.edu/utk_graddiss/898.

Council of Science Editors:

Mariner NS. "People Who Look Like Me": Community, Space and Power in a Segregated East Tennessee School. [Doctoral Dissertation]. University of Tennessee – Knoxville; 2010. Available from: https://trace.tennessee.edu/utk_graddiss/898


Loyola University Chicago

16. Hooker, Nichol Elizabeth. Service-Learning and Jesuit Pedagogy: A Critical Analysis.

Degree: Doctor of Education (EdD), School of Education, 2011, Loyola University Chicago

  Service-learning and Jesuit pedagogy have each been the subject of numerous studies and journal articles, particularly throughout the last 40 years. The purpose of… (more)

Subjects/Keywords: Ignatian Pedagogy; Immersion; Jesuit; Secondary Education; Service-Learning; Social and Philosophical Foundations of Education

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

APA (6th Edition):

Hooker, N. E. (2011). Service-Learning and Jesuit Pedagogy: A Critical Analysis. (Thesis). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/287

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):

Hooker, Nichol Elizabeth. “Service-Learning and Jesuit Pedagogy: A Critical Analysis.” 2011. Thesis, Loyola University Chicago. Accessed January 21, 2019. https://ecommons.luc.edu/luc_diss/287.

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

MLA Handbook (7th Edition):

Hooker, Nichol Elizabeth. “Service-Learning and Jesuit Pedagogy: A Critical Analysis.” 2011. Web. 21 Jan 2019.

Vancouver:

Hooker NE. Service-Learning and Jesuit Pedagogy: A Critical Analysis. [Internet] [Thesis]. Loyola University Chicago; 2011. [cited 2019 Jan 21]. Available from: https://ecommons.luc.edu/luc_diss/287.

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

Council of Science Editors:

Hooker NE. Service-Learning and Jesuit Pedagogy: A Critical Analysis. [Thesis]. Loyola University Chicago; 2011. Available from: https://ecommons.luc.edu/luc_diss/287

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

17. Hernandez, Kortney. Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy.

Degree: Doctorate in Education, Education, 2016, Loyola Marymount University

  The notion of service has enjoyed historical longevity—rooted deeply within our institutions (i.e., churches, schools, government, military, etc.), reminiscent of indentured servitude, and rarely… (more)

Subjects/Keywords: bicultural; decolonizing; epistemology; pedagogy; service; service learning; Education; Epistemology; Social and Philosophical Foundations of Education

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APA (6th Edition):

Hernandez, K. (2016). Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy. (Doctoral Dissertation). Loyola Marymount University. Retrieved from https://digitalcommons.lmu.edu/etd/473

Chicago Manual of Style (16th Edition):

Hernandez, Kortney. “Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy.” 2016. Doctoral Dissertation, Loyola Marymount University. Accessed January 21, 2019. https://digitalcommons.lmu.edu/etd/473.

MLA Handbook (7th Edition):

Hernandez, Kortney. “Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy.” 2016. Web. 21 Jan 2019.

Vancouver:

Hernandez K. Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy. [Internet] [Doctoral dissertation]. Loyola Marymount University; 2016. [cited 2019 Jan 21]. Available from: https://digitalcommons.lmu.edu/etd/473.

Council of Science Editors:

Hernandez K. Service and Learning for Whom? Toward a Critical Decolonizing Bicultural Service Learning Pedagogy. [Doctoral Dissertation]. Loyola Marymount University; 2016. Available from: https://digitalcommons.lmu.edu/etd/473


University of South Florida

18. Scotece, Tanya E. Funeral Service Employers' Perceptions of Body Art and Hireability.

Degree: 2015, University of South Florida

 The purpose of this research was to determine whether there were biases among funeral home and cemetery professionals with regards to hiring mortuary science graduates… (more)

Subjects/Keywords: Tattoo; Funeral Professional; Mortuary Science Candidates; Bias; Other Education; Social and Philosophical Foundations of Education

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APA (6th Edition):

Scotece, T. E. (2015). Funeral Service Employers' Perceptions of Body Art and Hireability. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/6025

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):

Scotece, Tanya E. “Funeral Service Employers' Perceptions of Body Art and Hireability.” 2015. Thesis, University of South Florida. Accessed January 21, 2019. https://scholarcommons.usf.edu/etd/6025.

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

MLA Handbook (7th Edition):

Scotece, Tanya E. “Funeral Service Employers' Perceptions of Body Art and Hireability.” 2015. Web. 21 Jan 2019.

Vancouver:

Scotece TE. Funeral Service Employers' Perceptions of Body Art and Hireability. [Internet] [Thesis]. University of South Florida; 2015. [cited 2019 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/6025.

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

Council of Science Editors:

Scotece TE. Funeral Service Employers' Perceptions of Body Art and Hireability. [Thesis]. University of South Florida; 2015. Available from: https://scholarcommons.usf.edu/etd/6025

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

19. Naiman, Garrett. Plugging Into Movement Work: White Racial Justice Action in the Era of Colorblind Racism.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2016, University of San Francisco

  This qualitative study explored the practices and consciousness of eight white identified participants, born 1970 or later, who are actively engaged in racial justice… (more)

Subjects/Keywords: Activism; Ally; Colorblind; Racial Justice; Racism; Whiteness; Educational Sociology; Social and Philosophical Foundations of Education

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APA (6th Edition):

Naiman, G. (2016). Plugging Into Movement Work: White Racial Justice Action in the Era of Colorblind Racism. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/314

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):

Naiman, Garrett. “Plugging Into Movement Work: White Racial Justice Action in the Era of Colorblind Racism.” 2016. Thesis, University of San Francisco. Accessed January 21, 2019. https://repository.usfca.edu/diss/314.

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

MLA Handbook (7th Edition):

Naiman, Garrett. “Plugging Into Movement Work: White Racial Justice Action in the Era of Colorblind Racism.” 2016. Web. 21 Jan 2019.

Vancouver:

Naiman G. Plugging Into Movement Work: White Racial Justice Action in the Era of Colorblind Racism. [Internet] [Thesis]. University of San Francisco; 2016. [cited 2019 Jan 21]. Available from: https://repository.usfca.edu/diss/314.

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

Council of Science Editors:

Naiman G. Plugging Into Movement Work: White Racial Justice Action in the Era of Colorblind Racism. [Thesis]. University of San Francisco; 2016. Available from: https://repository.usfca.edu/diss/314

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


University of Colorado

20. MacGillivary, Heather L. Who Comes Back? Exploring Reengagement within the School Year.

Degree: PhD, Education, 2014, University of Colorado

  Engagement, dropout, and reengagement within the school year are explored using records and survey data for students in grades seven through twelve. Reengagement is… (more)

Subjects/Keywords: accountability; dropout; early warning systems; engagement; reengagement; Educational Methods; Social and Philosophical Foundations of Education

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APA (6th Edition):

MacGillivary, H. L. (2014). Who Comes Back? Exploring Reengagement within the School Year. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/46

Chicago Manual of Style (16th Edition):

MacGillivary, Heather L. “Who Comes Back? Exploring Reengagement within the School Year.” 2014. Doctoral Dissertation, University of Colorado. Accessed January 21, 2019. http://scholar.colorado.edu/educ_gradetds/46.

MLA Handbook (7th Edition):

MacGillivary, Heather L. “Who Comes Back? Exploring Reengagement within the School Year.” 2014. Web. 21 Jan 2019.

Vancouver:

MacGillivary HL. Who Comes Back? Exploring Reengagement within the School Year. [Internet] [Doctoral dissertation]. University of Colorado; 2014. [cited 2019 Jan 21]. Available from: http://scholar.colorado.edu/educ_gradetds/46.

Council of Science Editors:

MacGillivary HL. Who Comes Back? Exploring Reengagement within the School Year. [Doctoral Dissertation]. University of Colorado; 2014. Available from: http://scholar.colorado.edu/educ_gradetds/46


Loyola University Chicago

21. Arand, Judith Utz. An Investigation Into Problem-Solving in Physical Therapy Education: Prerequisites and Curriculum.

Degree: PhD, School of Education, 1984, Loyola University Chicago

Subjects/Keywords: Social and Philosophical Foundations of Education

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APA (6th Edition):

Arand, J. U. (1984). An Investigation Into Problem-Solving in Physical Therapy Education: Prerequisites and Curriculum. (Doctoral Dissertation). Loyola University Chicago. Retrieved from https://ecommons.luc.edu/luc_diss/2263

Chicago Manual of Style (16th Edition):

Arand, Judith Utz. “An Investigation Into Problem-Solving in Physical Therapy Education: Prerequisites and Curriculum.” 1984. Doctoral Dissertation, Loyola University Chicago. Accessed January 21, 2019. https://ecommons.luc.edu/luc_diss/2263.

MLA Handbook (7th Edition):

Arand, Judith Utz. “An Investigation Into Problem-Solving in Physical Therapy Education: Prerequisites and Curriculum.” 1984. Web. 21 Jan 2019.

Vancouver:

Arand JU. An Investigation Into Problem-Solving in Physical Therapy Education: Prerequisites and Curriculum. [Internet] [Doctoral dissertation]. Loyola University Chicago; 1984. [cited 2019 Jan 21]. Available from: https://ecommons.luc.edu/luc_diss/2263.

Council of Science Editors:

Arand JU. An Investigation Into Problem-Solving in Physical Therapy Education: Prerequisites and Curriculum. [Doctoral Dissertation]. Loyola University Chicago; 1984. Available from: https://ecommons.luc.edu/luc_diss/2263


Loyola University Chicago

22. Meyer, Chandler Bain. Common Core for Social Justice?: Arendtian Critical Thinking and the Common Core State Standards.

Degree: MA, Education, 2016, Loyola University Chicago

  Through Hannah Arendt’s inspection of Adolf Eichmann, her studies of Kant’s political philosophy, and Life of the Mind she examines what it means to… (more)

Subjects/Keywords: Common Core; Critical Thinking; Hannah Arendt; Social and Philosophical Foundations of Education

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APA (6th Edition):

Meyer, C. B. (2016). Common Core for Social Justice?: Arendtian Critical Thinking and the Common Core State Standards. (Thesis). Loyola University Chicago. Retrieved from http://ecommons.luc.edu/luc_theses/3267

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):

Meyer, Chandler Bain. “Common Core for Social Justice?: Arendtian Critical Thinking and the Common Core State Standards.” 2016. Thesis, Loyola University Chicago. Accessed January 21, 2019. http://ecommons.luc.edu/luc_theses/3267.

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

MLA Handbook (7th Edition):

Meyer, Chandler Bain. “Common Core for Social Justice?: Arendtian Critical Thinking and the Common Core State Standards.” 2016. Web. 21 Jan 2019.

Vancouver:

Meyer CB. Common Core for Social Justice?: Arendtian Critical Thinking and the Common Core State Standards. [Internet] [Thesis]. Loyola University Chicago; 2016. [cited 2019 Jan 21]. Available from: http://ecommons.luc.edu/luc_theses/3267.

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

Council of Science Editors:

Meyer CB. Common Core for Social Justice?: Arendtian Critical Thinking and the Common Core State Standards. [Thesis]. Loyola University Chicago; 2016. Available from: http://ecommons.luc.edu/luc_theses/3267

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


College of William and Mary

23. Givens, Emmett Edmondson. The Educational Philosophy of Benjamin Franklin and its Effect upon Modern Secondary Education.

Degree: MA, Education, 1940, College of William and Mary

Subjects/Keywords: Social and Philosophical Foundations of Education

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

APA (6th Edition):

Givens, E. E. (1940). The Educational Philosophy of Benjamin Franklin and its Effect upon Modern Secondary Education. (Masters Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539272151

Chicago Manual of Style (16th Edition):

Givens, Emmett Edmondson. “The Educational Philosophy of Benjamin Franklin and its Effect upon Modern Secondary Education.” 1940. Masters Thesis, College of William and Mary. Accessed January 21, 2019. https://scholarworks.wm.edu/etd/1539272151.

MLA Handbook (7th Edition):

Givens, Emmett Edmondson. “The Educational Philosophy of Benjamin Franklin and its Effect upon Modern Secondary Education.” 1940. Web. 21 Jan 2019.

Vancouver:

Givens EE. The Educational Philosophy of Benjamin Franklin and its Effect upon Modern Secondary Education. [Internet] [Masters thesis]. College of William and Mary; 1940. [cited 2019 Jan 21]. Available from: https://scholarworks.wm.edu/etd/1539272151.

Council of Science Editors:

Givens EE. The Educational Philosophy of Benjamin Franklin and its Effect upon Modern Secondary Education. [Masters Thesis]. College of William and Mary; 1940. Available from: https://scholarworks.wm.edu/etd/1539272151


College of William and Mary

24. Matier, Mildred Bienfait. An Analysis of the Philosophy of the Matthew Whaley School, Williamsburg, Virginia.

Degree: MA, Education, 1945, College of William and Mary

Subjects/Keywords: Social and Philosophical Foundations of Education

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APA (6th Edition):

Matier, M. B. (1945). An Analysis of the Philosophy of the Matthew Whaley School, Williamsburg, Virginia. (Masters Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539272169

Chicago Manual of Style (16th Edition):

Matier, Mildred Bienfait. “An Analysis of the Philosophy of the Matthew Whaley School, Williamsburg, Virginia.” 1945. Masters Thesis, College of William and Mary. Accessed January 21, 2019. https://scholarworks.wm.edu/etd/1539272169.

MLA Handbook (7th Edition):

Matier, Mildred Bienfait. “An Analysis of the Philosophy of the Matthew Whaley School, Williamsburg, Virginia.” 1945. Web. 21 Jan 2019.

Vancouver:

Matier MB. An Analysis of the Philosophy of the Matthew Whaley School, Williamsburg, Virginia. [Internet] [Masters thesis]. College of William and Mary; 1945. [cited 2019 Jan 21]. Available from: https://scholarworks.wm.edu/etd/1539272169.

Council of Science Editors:

Matier MB. An Analysis of the Philosophy of the Matthew Whaley School, Williamsburg, Virginia. [Masters Thesis]. College of William and Mary; 1945. Available from: https://scholarworks.wm.edu/etd/1539272169


College of William and Mary

25. Ferguson, Charles Garfield. John Locke and the education of the poor.

Degree: Doctor of Education (EdD), Education, 1987, College of William and Mary

 The purpose of this study was to examine John Locke's views on the education of the poor and compare them with his general philosophy of… (more)

Subjects/Keywords: Social and Philosophical Foundations of Education

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APA (6th Edition):

Ferguson, C. G. (1987). John Locke and the education of the poor. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618609

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):

Ferguson, Charles Garfield. “John Locke and the education of the poor.” 1987. Thesis, College of William and Mary. Accessed January 21, 2019. https://scholarworks.wm.edu/etd/1539618609.

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

MLA Handbook (7th Edition):

Ferguson, Charles Garfield. “John Locke and the education of the poor.” 1987. Web. 21 Jan 2019.

Vancouver:

Ferguson CG. John Locke and the education of the poor. [Internet] [Thesis]. College of William and Mary; 1987. [cited 2019 Jan 21]. Available from: https://scholarworks.wm.edu/etd/1539618609.

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

Council of Science Editors:

Ferguson CG. John Locke and the education of the poor. [Thesis]. College of William and Mary; 1987. Available from: https://scholarworks.wm.edu/etd/1539618609

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


College of William and Mary

26. Owen, Roderic Lewis. Liberal education and moral development: an integrated model of moral education.

Degree: Doctor of Education (EdD), Education, 1985, College of William and Mary

 Two central questions are raised: at a college level, what should be our educational goals and methods in the realm of moral development? and, what… (more)

Subjects/Keywords: Social and Philosophical Foundations of Education

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APA (6th Edition):

Owen, R. L. (1985). Liberal education and moral development: an integrated model of moral education. (Thesis). College of William and Mary. Retrieved from https://scholarworks.wm.edu/etd/1539618618

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):

Owen, Roderic Lewis. “Liberal education and moral development: an integrated model of moral education.” 1985. Thesis, College of William and Mary. Accessed January 21, 2019. https://scholarworks.wm.edu/etd/1539618618.

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

MLA Handbook (7th Edition):

Owen, Roderic Lewis. “Liberal education and moral development: an integrated model of moral education.” 1985. Web. 21 Jan 2019.

Vancouver:

Owen RL. Liberal education and moral development: an integrated model of moral education. [Internet] [Thesis]. College of William and Mary; 1985. [cited 2019 Jan 21]. Available from: https://scholarworks.wm.edu/etd/1539618618.

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

Council of Science Editors:

Owen RL. Liberal education and moral development: an integrated model of moral education. [Thesis]. College of William and Mary; 1985. Available from: https://scholarworks.wm.edu/etd/1539618618

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


Claremont Graduate University

27. Reddick, Bonnie Lynn. Lifting as We Climb: African American Women's Education Experience in the Ivory Tower.

Degree: PhD, School of Educational Studies, 2011, Claremont Graduate University

  This study uses mixed methods to examine the experiences of African American women in doctoral programs. 102 African American women completed an on-line survey,… (more)

Subjects/Keywords: Afrocentricity; African American Women; dissertation committees; mentors; Social and Philosophical Foundations of Education

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APA (6th Edition):

Reddick, B. L. (2011). Lifting as We Climb: African American Women's Education Experience in the Ivory Tower. (Doctoral Dissertation). Claremont Graduate University. Retrieved from https://scholarship.claremont.edu/cgu_etd/9

Chicago Manual of Style (16th Edition):

Reddick, Bonnie Lynn. “Lifting as We Climb: African American Women's Education Experience in the Ivory Tower.” 2011. Doctoral Dissertation, Claremont Graduate University. Accessed January 21, 2019. https://scholarship.claremont.edu/cgu_etd/9.

MLA Handbook (7th Edition):

Reddick, Bonnie Lynn. “Lifting as We Climb: African American Women's Education Experience in the Ivory Tower.” 2011. Web. 21 Jan 2019.

Vancouver:

Reddick BL. Lifting as We Climb: African American Women's Education Experience in the Ivory Tower. [Internet] [Doctoral dissertation]. Claremont Graduate University; 2011. [cited 2019 Jan 21]. Available from: https://scholarship.claremont.edu/cgu_etd/9.

Council of Science Editors:

Reddick BL. Lifting as We Climb: African American Women's Education Experience in the Ivory Tower. [Doctoral Dissertation]. Claremont Graduate University; 2011. Available from: https://scholarship.claremont.edu/cgu_etd/9


University of South Florida

28. Frank, Michael James. Youth Character Strengths, Peer Victimization, and Well-Being: Understanding Associations between Positive Traits, Social Experiences, and Positive Psychological Outcomes.

Degree: 2014, University of South Florida

 The advent of positive psychology has increased awareness of factors that lead individuals to thrive in life, allowing for a more comprehensive model of mental… (more)

Subjects/Keywords: adolescent; dual-factor model; psychopathology; resilience; Social and Philosophical Foundations of Education

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APA (6th Edition):

Frank, M. J. (2014). Youth Character Strengths, Peer Victimization, and Well-Being: Understanding Associations between Positive Traits, Social Experiences, and Positive Psychological Outcomes. (Thesis). University of South Florida. Retrieved from https://scholarcommons.usf.edu/etd/5481

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):

Frank, Michael James. “Youth Character Strengths, Peer Victimization, and Well-Being: Understanding Associations between Positive Traits, Social Experiences, and Positive Psychological Outcomes.” 2014. Thesis, University of South Florida. Accessed January 21, 2019. https://scholarcommons.usf.edu/etd/5481.

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

MLA Handbook (7th Edition):

Frank, Michael James. “Youth Character Strengths, Peer Victimization, and Well-Being: Understanding Associations between Positive Traits, Social Experiences, and Positive Psychological Outcomes.” 2014. Web. 21 Jan 2019.

Vancouver:

Frank MJ. Youth Character Strengths, Peer Victimization, and Well-Being: Understanding Associations between Positive Traits, Social Experiences, and Positive Psychological Outcomes. [Internet] [Thesis]. University of South Florida; 2014. [cited 2019 Jan 21]. Available from: https://scholarcommons.usf.edu/etd/5481.

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

Council of Science Editors:

Frank MJ. Youth Character Strengths, Peer Victimization, and Well-Being: Understanding Associations between Positive Traits, Social Experiences, and Positive Psychological Outcomes. [Thesis]. University of South Florida; 2014. Available from: https://scholarcommons.usf.edu/etd/5481

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


University of Colorado

29. Meens, David Eric. Democratic Ideals in American Education Policy, Practice, and Scholarship: A Philosophical Analysis and Reconstruction.

Degree: PhD, Education, 2015, University of Colorado

  This dissertation consists of three related but stand-alone articles (chapters 2-4) that are framed by an introduction (chapter 1) and some concluding remarks. While… (more)

Subjects/Keywords: Accountability; Civic engagement; Democracy; History of education; Nonideal theory; Social justice; Education Policy; Social and Philosophical Foundations of Education

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APA (6th Edition):

Meens, D. E. (2015). Democratic Ideals in American Education Policy, Practice, and Scholarship: A Philosophical Analysis and Reconstruction. (Doctoral Dissertation). University of Colorado. Retrieved from http://scholar.colorado.edu/educ_gradetds/65

Chicago Manual of Style (16th Edition):

Meens, David Eric. “Democratic Ideals in American Education Policy, Practice, and Scholarship: A Philosophical Analysis and Reconstruction.” 2015. Doctoral Dissertation, University of Colorado. Accessed January 21, 2019. http://scholar.colorado.edu/educ_gradetds/65.

MLA Handbook (7th Edition):

Meens, David Eric. “Democratic Ideals in American Education Policy, Practice, and Scholarship: A Philosophical Analysis and Reconstruction.” 2015. Web. 21 Jan 2019.

Vancouver:

Meens DE. Democratic Ideals in American Education Policy, Practice, and Scholarship: A Philosophical Analysis and Reconstruction. [Internet] [Doctoral dissertation]. University of Colorado; 2015. [cited 2019 Jan 21]. Available from: http://scholar.colorado.edu/educ_gradetds/65.

Council of Science Editors:

Meens DE. Democratic Ideals in American Education Policy, Practice, and Scholarship: A Philosophical Analysis and Reconstruction. [Doctoral Dissertation]. University of Colorado; 2015. Available from: http://scholar.colorado.edu/educ_gradetds/65


Liberty University

30. Barrows, Keith. Transformational Christian College and University Presidents: An Examination of Fundraising Success.

Degree: 2016, Liberty University

 The nature of presidential leadership styles at Christian higher education institutions was examined through the lens of fundraising. There has been a growing understanding that… (more)

Subjects/Keywords: Christian Higher Education; Fundraising; Presidential Leadership; Transformational Leadership; Education; Higher Education; Liberal Studies; Other Education; Social and Philosophical Foundations of Education

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

APA (6th Edition):

Barrows, K. (2016). Transformational Christian College and University Presidents: An Examination of Fundraising Success. (Doctoral Dissertation). Liberty University. Retrieved from http://digitalcommons.liberty.edu/doctoral/1200

Chicago Manual of Style (16th Edition):

Barrows, Keith. “Transformational Christian College and University Presidents: An Examination of Fundraising Success.” 2016. Doctoral Dissertation, Liberty University. Accessed January 21, 2019. http://digitalcommons.liberty.edu/doctoral/1200.

MLA Handbook (7th Edition):

Barrows, Keith. “Transformational Christian College and University Presidents: An Examination of Fundraising Success.” 2016. Web. 21 Jan 2019.

Vancouver:

Barrows K. Transformational Christian College and University Presidents: An Examination of Fundraising Success. [Internet] [Doctoral dissertation]. Liberty University; 2016. [cited 2019 Jan 21]. Available from: http://digitalcommons.liberty.edu/doctoral/1200.

Council of Science Editors:

Barrows K. Transformational Christian College and University Presidents: An Examination of Fundraising Success. [Doctoral Dissertation]. Liberty University; 2016. Available from: http://digitalcommons.liberty.edu/doctoral/1200

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