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You searched for subject:(Social sciences Study AND teaching Secondary Ontario). Showing records 1 – 30 of 19144 total matches.

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Ryerson University

1. Landry, Adrienne. Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document.

Degree: 2010, Ryerson University

 This paper will evaluate the extent to which grade 9/10 Canadian and World Studies curriculum in Ontario perpetuates a monolithic, nation centered focus of citizenship… (more)

Subjects/Keywords: Multicultural education  – Ontario  – Evaluation; Social sciences  – Study and teaching (Secondary)  – Ontario; Citizenship  – Study and teaching (Secondary)  – Ontario; Curriculum evaluation  – Ontario

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APA (6th Edition):

Landry, A. (2010). Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6239

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):

Landry, Adrienne. “Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document.” 2010. Thesis, Ryerson University. Accessed September 28, 2020. https://digital.library.ryerson.ca/islandora/object/RULA%3A6239.

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

MLA Handbook (7th Edition):

Landry, Adrienne. “Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document.” 2010. Web. 28 Sep 2020.

Vancouver:

Landry A. Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document. [Internet] [Thesis]. Ryerson University; 2010. [cited 2020 Sep 28]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6239.

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

Council of Science Editors:

Landry A. Instances of Exclusion and Inclusion in Ontario's Grade 9/10 Canadian and World Studies Curriculum Document. [Thesis]. Ryerson University; 2010. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6239

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


Columbia University

2. Choi, Yoonjung. Are They "American" Enough to Teach Social Studies? Korean American Teachers' Social Studies Teaching Experiences in American Public Schools.

Degree: 2012, Columbia University

 This study explores three Korean American social studies teachers' experiences of teaching social studies, focusing on their curricular and pedagogical perceptions and practices. Framed by… (more)

Subjects/Keywords: Social sciences – Study and teaching; Social sciences – Study and teaching (Secondary); Teachers; Korean Americans

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APA (6th Edition):

Choi, Y. (2012). Are They "American" Enough to Teach Social Studies? Korean American Teachers' Social Studies Teaching Experiences in American Public Schools. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8DV1RV2

Chicago Manual of Style (16th Edition):

Choi, Yoonjung. “Are They "American" Enough to Teach Social Studies? Korean American Teachers' Social Studies Teaching Experiences in American Public Schools.” 2012. Doctoral Dissertation, Columbia University. Accessed September 28, 2020. https://doi.org/10.7916/D8DV1RV2.

MLA Handbook (7th Edition):

Choi, Yoonjung. “Are They "American" Enough to Teach Social Studies? Korean American Teachers' Social Studies Teaching Experiences in American Public Schools.” 2012. Web. 28 Sep 2020.

Vancouver:

Choi Y. Are They "American" Enough to Teach Social Studies? Korean American Teachers' Social Studies Teaching Experiences in American Public Schools. [Internet] [Doctoral dissertation]. Columbia University; 2012. [cited 2020 Sep 28]. Available from: https://doi.org/10.7916/D8DV1RV2.

Council of Science Editors:

Choi Y. Are They "American" Enough to Teach Social Studies? Korean American Teachers' Social Studies Teaching Experiences in American Public Schools. [Doctoral Dissertation]. Columbia University; 2012. Available from: https://doi.org/10.7916/D8DV1RV2


Columbia University

3. Shekitka, John Patrick. Teaching Religion as a Part of the Social Studies: Superstructures, School Structures and Teacher Subjectivities.

Degree: 2020, Columbia University

 As of 2019, the study of religions still remains a relatively unexplored branch of secondary social studies education, particularly in terms of actual classroom praxis.… (more)

Subjects/Keywords: Social sciences – Study and teaching; Religion; Education; Religion – Study and teaching (Secondary); Education – Curricula

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APA (6th Edition):

Shekitka, J. P. (2020). Teaching Religion as a Part of the Social Studies: Superstructures, School Structures and Teacher Subjectivities. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-t24r-3623

Chicago Manual of Style (16th Edition):

Shekitka, John Patrick. “Teaching Religion as a Part of the Social Studies: Superstructures, School Structures and Teacher Subjectivities.” 2020. Doctoral Dissertation, Columbia University. Accessed September 28, 2020. https://doi.org/10.7916/d8-t24r-3623.

MLA Handbook (7th Edition):

Shekitka, John Patrick. “Teaching Religion as a Part of the Social Studies: Superstructures, School Structures and Teacher Subjectivities.” 2020. Web. 28 Sep 2020.

Vancouver:

Shekitka JP. Teaching Religion as a Part of the Social Studies: Superstructures, School Structures and Teacher Subjectivities. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2020 Sep 28]. Available from: https://doi.org/10.7916/d8-t24r-3623.

Council of Science Editors:

Shekitka JP. Teaching Religion as a Part of the Social Studies: Superstructures, School Structures and Teacher Subjectivities. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-t24r-3623


Columbia University

4. Cohen, Aviv. Conceptions of Citizenship and Civic Education: Lessons from Three Israeli Civics Classrooms.

Degree: 2013, Columbia University

 Based on the notion that philosophical assumptions and educational aims are important factors that gear educational processes, this study focuses on the ways in which… (more)

Subjects/Keywords: Social sciences – Study and teaching; Political science; Citizenship; Education, Secondary

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APA (6th Edition):

Cohen, A. (2013). Conceptions of Citizenship and Civic Education: Lessons from Three Israeli Civics Classrooms. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8Q52WTJ

Chicago Manual of Style (16th Edition):

Cohen, Aviv. “Conceptions of Citizenship and Civic Education: Lessons from Three Israeli Civics Classrooms.” 2013. Doctoral Dissertation, Columbia University. Accessed September 28, 2020. https://doi.org/10.7916/D8Q52WTJ.

MLA Handbook (7th Edition):

Cohen, Aviv. “Conceptions of Citizenship and Civic Education: Lessons from Three Israeli Civics Classrooms.” 2013. Web. 28 Sep 2020.

Vancouver:

Cohen A. Conceptions of Citizenship and Civic Education: Lessons from Three Israeli Civics Classrooms. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2020 Sep 28]. Available from: https://doi.org/10.7916/D8Q52WTJ.

Council of Science Editors:

Cohen A. Conceptions of Citizenship and Civic Education: Lessons from Three Israeli Civics Classrooms. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D8Q52WTJ


Columbia University

5. Keegan, Patrick Joseph. Places of Civic Belonging Among Transnational Youth.

Degree: 2017, Columbia University

 This dissertation study investigated how immigrant youth attending two different high schools for late-arrival immigrants in New York City constructed civic belonging by attending to… (more)

Subjects/Keywords: Education, Secondary; Social sciences – Study and teaching; Immigrant students; Transnationalism; Citizenship

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APA (6th Edition):

Keegan, P. J. (2017). Places of Civic Belonging Among Transnational Youth. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8TH8TN4

Chicago Manual of Style (16th Edition):

Keegan, Patrick Joseph. “Places of Civic Belonging Among Transnational Youth.” 2017. Doctoral Dissertation, Columbia University. Accessed September 28, 2020. https://doi.org/10.7916/D8TH8TN4.

MLA Handbook (7th Edition):

Keegan, Patrick Joseph. “Places of Civic Belonging Among Transnational Youth.” 2017. Web. 28 Sep 2020.

Vancouver:

Keegan PJ. Places of Civic Belonging Among Transnational Youth. [Internet] [Doctoral dissertation]. Columbia University; 2017. [cited 2020 Sep 28]. Available from: https://doi.org/10.7916/D8TH8TN4.

Council of Science Editors:

Keegan PJ. Places of Civic Belonging Among Transnational Youth. [Doctoral Dissertation]. Columbia University; 2017. Available from: https://doi.org/10.7916/D8TH8TN4


Columbia University

6. Villarreal, Christina. Who We Are and How We Do: Portraits of Pedagogical Process and Possibility When Teaching and Learning About Race and Racism in Social Studies Classrooms.

Degree: 2019, Columbia University

 This dissertation study documented and analyzed the key curricular and pedagogical features of three secondary social studies teachers who center issues of race and racism… (more)

Subjects/Keywords: Social sciences – Study and teaching; Education, Secondary; Education – Curricula; Race relations – Study and teaching; Racism – Study and teaching

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APA (6th Edition):

Villarreal, C. (2019). Who We Are and How We Do: Portraits of Pedagogical Process and Possibility When Teaching and Learning About Race and Racism in Social Studies Classrooms. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-f6qg-mc72

Chicago Manual of Style (16th Edition):

Villarreal, Christina. “Who We Are and How We Do: Portraits of Pedagogical Process and Possibility When Teaching and Learning About Race and Racism in Social Studies Classrooms.” 2019. Doctoral Dissertation, Columbia University. Accessed September 28, 2020. https://doi.org/10.7916/d8-f6qg-mc72.

MLA Handbook (7th Edition):

Villarreal, Christina. “Who We Are and How We Do: Portraits of Pedagogical Process and Possibility When Teaching and Learning About Race and Racism in Social Studies Classrooms.” 2019. Web. 28 Sep 2020.

Vancouver:

Villarreal C. Who We Are and How We Do: Portraits of Pedagogical Process and Possibility When Teaching and Learning About Race and Racism in Social Studies Classrooms. [Internet] [Doctoral dissertation]. Columbia University; 2019. [cited 2020 Sep 28]. Available from: https://doi.org/10.7916/d8-f6qg-mc72.

Council of Science Editors:

Villarreal C. Who We Are and How We Do: Portraits of Pedagogical Process and Possibility When Teaching and Learning About Race and Racism in Social Studies Classrooms. [Doctoral Dissertation]. Columbia University; 2019. Available from: https://doi.org/10.7916/d8-f6qg-mc72


Ryerson University

7. Myrie, Josina. Overview of Employment Programs Available to Newcomers in Toronto and Their Role in Breaking Down Barriers to Employment.

Degree: 2016, Ryerson University

 This research examines the systemic barriers faced by newly arrived immigrants to Canada in their job acquisition. A thematic content analysis of the government funded… (more)

Subjects/Keywords: Immigrants  – Employment  – Ontario; Immigrants  – Ontario  – Economic conditions; Job hunting  – Study and teaching  – Ontario; Immigrants  – Services for  – Ontario; Discrimination in employment  – Ontario; Employment agencies  – Ontario; Ontario  – Emigration and immigration  – Social aspects

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APA (6th Edition):

Myrie, J. (2016). Overview of Employment Programs Available to Newcomers in Toronto and Their Role in Breaking Down Barriers to Employment. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A4935

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):

Myrie, Josina. “Overview of Employment Programs Available to Newcomers in Toronto and Their Role in Breaking Down Barriers to Employment.” 2016. Thesis, Ryerson University. Accessed September 28, 2020. https://digital.library.ryerson.ca/islandora/object/RULA%3A4935.

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

MLA Handbook (7th Edition):

Myrie, Josina. “Overview of Employment Programs Available to Newcomers in Toronto and Their Role in Breaking Down Barriers to Employment.” 2016. Web. 28 Sep 2020.

Vancouver:

Myrie J. Overview of Employment Programs Available to Newcomers in Toronto and Their Role in Breaking Down Barriers to Employment. [Internet] [Thesis]. Ryerson University; 2016. [cited 2020 Sep 28]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A4935.

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

Council of Science Editors:

Myrie J. Overview of Employment Programs Available to Newcomers in Toronto and Their Role in Breaking Down Barriers to Employment. [Thesis]. Ryerson University; 2016. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A4935

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


Rhodes University

8. Manyana, Xolani Justice. Exploring affordances and hindrances when indigenous knowledge is integrated in the topic on waves and sound in a Grade 10 Physical Sciences township class.

Degree: Faculty of Education, Education, 2020, Rhodes University

 The lack of interest and hence the decline in the number of learners doing Science in schools, is attributed in part to the decontextualised ways… (more)

Subjects/Keywords: Physical sciences  – Study and teaching (Secondary)  – South Africa; Physical sciences  – Study and teaching (Secondary)  – South Africa  – Case studies; Ethnoscience  – Study and teaching  – South Africa; Schools  – South Africa  – Curricula; Social change

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APA (6th Edition):

Manyana, X. J. (2020). Exploring affordances and hindrances when indigenous knowledge is integrated in the topic on waves and sound in a Grade 10 Physical Sciences township class. (Thesis). Rhodes University. Retrieved from http://hdl.handle.net/10962/142889

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):

Manyana, Xolani Justice. “Exploring affordances and hindrances when indigenous knowledge is integrated in the topic on waves and sound in a Grade 10 Physical Sciences township class.” 2020. Thesis, Rhodes University. Accessed September 28, 2020. http://hdl.handle.net/10962/142889.

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

MLA Handbook (7th Edition):

Manyana, Xolani Justice. “Exploring affordances and hindrances when indigenous knowledge is integrated in the topic on waves and sound in a Grade 10 Physical Sciences township class.” 2020. Web. 28 Sep 2020.

Vancouver:

Manyana XJ. Exploring affordances and hindrances when indigenous knowledge is integrated in the topic on waves and sound in a Grade 10 Physical Sciences township class. [Internet] [Thesis]. Rhodes University; 2020. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10962/142889.

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

Council of Science Editors:

Manyana XJ. Exploring affordances and hindrances when indigenous knowledge is integrated in the topic on waves and sound in a Grade 10 Physical Sciences township class. [Thesis]. Rhodes University; 2020. Available from: http://hdl.handle.net/10962/142889

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


Ryerson University

9. Gray, Jennifer Caroline. “The many tinted woods”: building online teacher resources with photography collections.

Degree: 2016, Ryerson University

 This thesis aims to answer the question: how can photography collections be used as interpretative tools to build visual and media literacy skills through creative… (more)

Subjects/Keywords: History  – Study and teaching (Elementary)  – Computer network resources.; Art Gallery of Ontario  – Photograph collections.; Education, Elementary  – Curricula  – Ontario.; Photography in education.; Social sciences  – Study and teaching (Elementary)  – Computer network resources.; Geography  – Study and teaching (Elementary)  – Computer network resources.; Science  – Study and teaching (Elementary) – Computer network resources.

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APA (6th Edition):

Gray, J. C. (2016). “The many tinted woods”: building online teacher resources with photography collections. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A5637

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):

Gray, Jennifer Caroline. ““The many tinted woods”: building online teacher resources with photography collections.” 2016. Thesis, Ryerson University. Accessed September 28, 2020. https://digital.library.ryerson.ca/islandora/object/RULA%3A5637.

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

MLA Handbook (7th Edition):

Gray, Jennifer Caroline. ““The many tinted woods”: building online teacher resources with photography collections.” 2016. Web. 28 Sep 2020.

Vancouver:

Gray JC. “The many tinted woods”: building online teacher resources with photography collections. [Internet] [Thesis]. Ryerson University; 2016. [cited 2020 Sep 28]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A5637.

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

Council of Science Editors:

Gray JC. “The many tinted woods”: building online teacher resources with photography collections. [Thesis]. Ryerson University; 2016. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A5637

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


Columbia University

10. Camargo Ramalho, Priscila. Toward a Pedagogy of Connectedness: The experience of adolescent students in two aesthetically-oriented schools in Brazil.

Degree: 2020, Columbia University

 The present study investigates pedagogical praxes that may counter the phenomenon of disconnectedness, which is widespread in today’s world. It does so by exploring the… (more)

Subjects/Keywords: Education; Social sciences – Study and teaching; Education, Secondary; Belonging (Social psychology); Narrative inquiry (Research method)

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APA (6th Edition):

Camargo Ramalho, P. (2020). Toward a Pedagogy of Connectedness: The experience of adolescent students in two aesthetically-oriented schools in Brazil. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-5eaq-dz05

Chicago Manual of Style (16th Edition):

Camargo Ramalho, Priscila. “Toward a Pedagogy of Connectedness: The experience of adolescent students in two aesthetically-oriented schools in Brazil.” 2020. Doctoral Dissertation, Columbia University. Accessed September 28, 2020. https://doi.org/10.7916/d8-5eaq-dz05.

MLA Handbook (7th Edition):

Camargo Ramalho, Priscila. “Toward a Pedagogy of Connectedness: The experience of adolescent students in two aesthetically-oriented schools in Brazil.” 2020. Web. 28 Sep 2020.

Vancouver:

Camargo Ramalho P. Toward a Pedagogy of Connectedness: The experience of adolescent students in two aesthetically-oriented schools in Brazil. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2020 Sep 28]. Available from: https://doi.org/10.7916/d8-5eaq-dz05.

Council of Science Editors:

Camargo Ramalho P. Toward a Pedagogy of Connectedness: The experience of adolescent students in two aesthetically-oriented schools in Brazil. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-5eaq-dz05

11. Wilkinson, Richard Arnold. A comparison of the vitalized program with the textbook discussion method of teaching.

Degree: Education, 1941, University of Massachusetts

Subjects/Keywords: Secondary social sciences Study and teaching.

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

APA (6th Edition):

Wilkinson, R. A. (1941). A comparison of the vitalized program with the textbook discussion method of teaching. (Thesis). University of Massachusetts. Retrieved from https://scholarworks.umass.edu/theses/2693

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):

Wilkinson, Richard Arnold. “A comparison of the vitalized program with the textbook discussion method of teaching.” 1941. Thesis, University of Massachusetts. Accessed September 28, 2020. https://scholarworks.umass.edu/theses/2693.

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

MLA Handbook (7th Edition):

Wilkinson, Richard Arnold. “A comparison of the vitalized program with the textbook discussion method of teaching.” 1941. Web. 28 Sep 2020.

Vancouver:

Wilkinson RA. A comparison of the vitalized program with the textbook discussion method of teaching. [Internet] [Thesis]. University of Massachusetts; 1941. [cited 2020 Sep 28]. Available from: https://scholarworks.umass.edu/theses/2693.

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

Council of Science Editors:

Wilkinson RA. A comparison of the vitalized program with the textbook discussion method of teaching. [Thesis]. University of Massachusetts; 1941. Available from: https://scholarworks.umass.edu/theses/2693

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


Indiana State University

12. Allen, Alva Freadman. The effectiveness of two methods of teaching social studies in high school .

Degree: Indiana State University

Subjects/Keywords: Social Sciences  – Study and teaching (Secondary)

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

APA (6th Edition):

Allen, A. F. (n.d.). The effectiveness of two methods of teaching social studies in high school . (Thesis). Indiana State University. Retrieved from http://hdl.handle.net/10484/7907

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

Chicago Manual of Style (16th Edition):

Allen, Alva Freadman. “The effectiveness of two methods of teaching social studies in high school .” Thesis, Indiana State University. Accessed September 28, 2020. http://hdl.handle.net/10484/7907.

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

MLA Handbook (7th Edition):

Allen, Alva Freadman. “The effectiveness of two methods of teaching social studies in high school .” Web. 28 Sep 2020.

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

Vancouver:

Allen AF. The effectiveness of two methods of teaching social studies in high school . [Internet] [Thesis]. Indiana State University; [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10484/7907.

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

Council of Science Editors:

Allen AF. The effectiveness of two methods of teaching social studies in high school . [Thesis]. Indiana State University; Available from: http://hdl.handle.net/10484/7907

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


Michigan State University

13. Levande, Diane I. A study of the application of selected value information and a value judgment strategy to social studies content with middle school students.

Degree: PhD, College of Education, 1971, Michigan State University

Subjects/Keywords: Social sciences – Study and teaching (Secondary)

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

APA (6th Edition):

Levande, D. I. (1971). A study of the application of selected value information and a value judgment strategy to social studies content with middle school students. (Doctoral Dissertation). Michigan State University. Retrieved from http://etd.lib.msu.edu/islandora/object/etd:43597

Chicago Manual of Style (16th Edition):

Levande, Diane I. “A study of the application of selected value information and a value judgment strategy to social studies content with middle school students.” 1971. Doctoral Dissertation, Michigan State University. Accessed September 28, 2020. http://etd.lib.msu.edu/islandora/object/etd:43597.

MLA Handbook (7th Edition):

Levande, Diane I. “A study of the application of selected value information and a value judgment strategy to social studies content with middle school students.” 1971. Web. 28 Sep 2020.

Vancouver:

Levande DI. A study of the application of selected value information and a value judgment strategy to social studies content with middle school students. [Internet] [Doctoral dissertation]. Michigan State University; 1971. [cited 2020 Sep 28]. Available from: http://etd.lib.msu.edu/islandora/object/etd:43597.

Council of Science Editors:

Levande DI. A study of the application of selected value information and a value judgment strategy to social studies content with middle school students. [Doctoral Dissertation]. Michigan State University; 1971. Available from: http://etd.lib.msu.edu/islandora/object/etd:43597

14. Savitt, Robert Francis. Social studies in junior high school.

Degree: Education, 1948, U of Massachusetts : Masters

Subjects/Keywords: Social sciences Secondary Study and teaching.

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APA (6th Edition):

Savitt, R. F. (1948). Social studies in junior high school. (Masters Thesis). U of Massachusetts : Masters. Retrieved from https://scholarworks.umass.edu/theses/2724

Chicago Manual of Style (16th Edition):

Savitt, Robert Francis. “Social studies in junior high school.” 1948. Masters Thesis, U of Massachusetts : Masters. Accessed September 28, 2020. https://scholarworks.umass.edu/theses/2724.

MLA Handbook (7th Edition):

Savitt, Robert Francis. “Social studies in junior high school.” 1948. Web. 28 Sep 2020.

Vancouver:

Savitt RF. Social studies in junior high school. [Internet] [Masters thesis]. U of Massachusetts : Masters; 1948. [cited 2020 Sep 28]. Available from: https://scholarworks.umass.edu/theses/2724.

Council of Science Editors:

Savitt RF. Social studies in junior high school. [Masters Thesis]. U of Massachusetts : Masters; 1948. Available from: https://scholarworks.umass.edu/theses/2724


University of Missouri – Columbia

15. Muente, Kari A. Secondary-level social studies pedagogical planning to inclusive practices : how prepared are our teacher candidates to work in today's 21st century inclusive high school classroom.

Degree: 2017, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] This research study looked at how three high school preservice social studies teachers, from three… (more)

Subjects/Keywords: Social sciences  – Study and teaching (Secondary); Inclusive education; Children with disabilities; Special education

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APA (6th Edition):

Muente, K. A. (2017). Secondary-level social studies pedagogical planning to inclusive practices : how prepared are our teacher candidates to work in today's 21st century inclusive high school classroom. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/61888

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):

Muente, Kari A. “Secondary-level social studies pedagogical planning to inclusive practices : how prepared are our teacher candidates to work in today's 21st century inclusive high school classroom.” 2017. Thesis, University of Missouri – Columbia. Accessed September 28, 2020. http://hdl.handle.net/10355/61888.

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

MLA Handbook (7th Edition):

Muente, Kari A. “Secondary-level social studies pedagogical planning to inclusive practices : how prepared are our teacher candidates to work in today's 21st century inclusive high school classroom.” 2017. Web. 28 Sep 2020.

Vancouver:

Muente KA. Secondary-level social studies pedagogical planning to inclusive practices : how prepared are our teacher candidates to work in today's 21st century inclusive high school classroom. [Internet] [Thesis]. University of Missouri – Columbia; 2017. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10355/61888.

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

Council of Science Editors:

Muente KA. Secondary-level social studies pedagogical planning to inclusive practices : how prepared are our teacher candidates to work in today's 21st century inclusive high school classroom. [Thesis]. University of Missouri – Columbia; 2017. Available from: http://hdl.handle.net/10355/61888

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


University of Montana

16. Myxter, Morris Arthur. Opinions of board members administrators and teachers regarding policies for handling controversial issues in social studies in the Great Falls Montana Junior High School.

Degree: MEd, 1954, University of Montana

Subjects/Keywords: Social sciences Study and teaching (Secondary)

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APA (6th Edition):

Myxter, M. A. (1954). Opinions of board members administrators and teachers regarding policies for handling controversial issues in social studies in the Great Falls Montana Junior High School. (Thesis). University of Montana. Retrieved from https://scholarworks.umt.edu/etd/5914

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):

Myxter, Morris Arthur. “Opinions of board members administrators and teachers regarding policies for handling controversial issues in social studies in the Great Falls Montana Junior High School.” 1954. Thesis, University of Montana. Accessed September 28, 2020. https://scholarworks.umt.edu/etd/5914.

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

MLA Handbook (7th Edition):

Myxter, Morris Arthur. “Opinions of board members administrators and teachers regarding policies for handling controversial issues in social studies in the Great Falls Montana Junior High School.” 1954. Web. 28 Sep 2020.

Vancouver:

Myxter MA. Opinions of board members administrators and teachers regarding policies for handling controversial issues in social studies in the Great Falls Montana Junior High School. [Internet] [Thesis]. University of Montana; 1954. [cited 2020 Sep 28]. Available from: https://scholarworks.umt.edu/etd/5914.

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

Council of Science Editors:

Myxter MA. Opinions of board members administrators and teachers regarding policies for handling controversial issues in social studies in the Great Falls Montana Junior High School. [Thesis]. University of Montana; 1954. Available from: https://scholarworks.umt.edu/etd/5914

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


Columbia University

17. Shuttleworth, Jay Matthew. Teaching sustainability as a social issue: Learning from three teachers.

Degree: 2013, Columbia University

 Many researchers cite living more sustainably as humans' most pressing long- term challenge. Living sustainably can be defined as meeting one's needs without interfering with… (more)

Subjects/Keywords: Social sciences – Study and teaching

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APA (6th Edition):

Shuttleworth, J. M. (2013). Teaching sustainability as a social issue: Learning from three teachers. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D88P66R1

Chicago Manual of Style (16th Edition):

Shuttleworth, Jay Matthew. “Teaching sustainability as a social issue: Learning from three teachers.” 2013. Doctoral Dissertation, Columbia University. Accessed September 28, 2020. https://doi.org/10.7916/D88P66R1.

MLA Handbook (7th Edition):

Shuttleworth, Jay Matthew. “Teaching sustainability as a social issue: Learning from three teachers.” 2013. Web. 28 Sep 2020.

Vancouver:

Shuttleworth JM. Teaching sustainability as a social issue: Learning from three teachers. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2020 Sep 28]. Available from: https://doi.org/10.7916/D88P66R1.

Council of Science Editors:

Shuttleworth JM. Teaching sustainability as a social issue: Learning from three teachers. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D88P66R1


Columbia University

18. Pope IV, Alexander. Opportunities for Civic Engagement: A Study in Five Secondary Social Studies Classes.

Degree: 2015, Columbia University

 I investigate stakeholder experiences in five New York City secondary classes associated with the low end of the civic opportunity gap. Classroom stakeholders are students,… (more)

Subjects/Keywords: Social sciences – Study and teaching

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APA (6th Edition):

Pope IV, A. (2015). Opportunities for Civic Engagement: A Study in Five Secondary Social Studies Classes. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8JH3KF5

Chicago Manual of Style (16th Edition):

Pope IV, Alexander. “Opportunities for Civic Engagement: A Study in Five Secondary Social Studies Classes.” 2015. Doctoral Dissertation, Columbia University. Accessed September 28, 2020. https://doi.org/10.7916/D8JH3KF5.

MLA Handbook (7th Edition):

Pope IV, Alexander. “Opportunities for Civic Engagement: A Study in Five Secondary Social Studies Classes.” 2015. Web. 28 Sep 2020.

Vancouver:

Pope IV A. Opportunities for Civic Engagement: A Study in Five Secondary Social Studies Classes. [Internet] [Doctoral dissertation]. Columbia University; 2015. [cited 2020 Sep 28]. Available from: https://doi.org/10.7916/D8JH3KF5.

Council of Science Editors:

Pope IV A. Opportunities for Civic Engagement: A Study in Five Secondary Social Studies Classes. [Doctoral Dissertation]. Columbia University; 2015. Available from: https://doi.org/10.7916/D8JH3KF5

19. Cox, Lindsey. The emotional and social effects of having sibling with a disability .

Degree: 2017, SUNY College at Fredonia

 The purpose of this curriculum project was to create an instructional unit emphasizing awareness, consciousness, and intentional social justice teaching; for teachers, administrators and educators… (more)

Subjects/Keywords: Learning disabled youth – Education – Study and teaching (Secondary) – Case studies.; Social science – Study teaching (Secondary).; Leadership – Study and teaching (Secondary).

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APA (6th Edition):

Cox, L. (2017). The emotional and social effects of having sibling with a disability . (Masters Thesis). SUNY College at Fredonia. Retrieved from http://hdl.handle.net/1951/70412

Chicago Manual of Style (16th Edition):

Cox, Lindsey. “The emotional and social effects of having sibling with a disability .” 2017. Masters Thesis, SUNY College at Fredonia. Accessed September 28, 2020. http://hdl.handle.net/1951/70412.

MLA Handbook (7th Edition):

Cox, Lindsey. “The emotional and social effects of having sibling with a disability .” 2017. Web. 28 Sep 2020.

Vancouver:

Cox L. The emotional and social effects of having sibling with a disability . [Internet] [Masters thesis]. SUNY College at Fredonia; 2017. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/1951/70412.

Council of Science Editors:

Cox L. The emotional and social effects of having sibling with a disability . [Masters Thesis]. SUNY College at Fredonia; 2017. Available from: http://hdl.handle.net/1951/70412


University of Central Florida

20. Waters, Kevin Stewart. Pre-service Secondary Social Studies Teachers' Efficacy Towards Character Education A Comparative Study.

Degree: 2011, University of Central Florida

 Character education is one of the most controversial aspects of academic institutions in the United States. The responsibility of educating children about democratic principles and… (more)

Subjects/Keywords: Moral education (Secondary)  – Florida; Social sciences  – Study and teaching (Secondary)  – Florida; Student teachers  – Florida; Education; Dissertations, Academic  – Education; Education  – Dissertations, Academic

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APA (6th Edition):

Waters, K. S. (2011). Pre-service Secondary Social Studies Teachers' Efficacy Towards Character Education A Comparative Study. (Doctoral Dissertation). University of Central Florida. Retrieved from https://stars.library.ucf.edu/etd/1989

Chicago Manual of Style (16th Edition):

Waters, Kevin Stewart. “Pre-service Secondary Social Studies Teachers' Efficacy Towards Character Education A Comparative Study.” 2011. Doctoral Dissertation, University of Central Florida. Accessed September 28, 2020. https://stars.library.ucf.edu/etd/1989.

MLA Handbook (7th Edition):

Waters, Kevin Stewart. “Pre-service Secondary Social Studies Teachers' Efficacy Towards Character Education A Comparative Study.” 2011. Web. 28 Sep 2020.

Vancouver:

Waters KS. Pre-service Secondary Social Studies Teachers' Efficacy Towards Character Education A Comparative Study. [Internet] [Doctoral dissertation]. University of Central Florida; 2011. [cited 2020 Sep 28]. Available from: https://stars.library.ucf.edu/etd/1989.

Council of Science Editors:

Waters KS. Pre-service Secondary Social Studies Teachers' Efficacy Towards Character Education A Comparative Study. [Doctoral Dissertation]. University of Central Florida; 2011. Available from: https://stars.library.ucf.edu/etd/1989


Massey University

21. Hunt, Hilary. Students' lived experiences of a unit on international capabilities in the learning languages classroom : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education, Institute of Education, Massey University, New Zealand .

Degree: 2017, Massey University

 "In 2014, the New Zealand Ministry of Education presented a Summary Report of the research conducted by the NZCER on the potential measurement of a… (more)

Subjects/Keywords: International education; French language; Study and teaching (Secondary); Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education::International education

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APA (6th Edition):

Hunt, H. (2017). Students' lived experiences of a unit on international capabilities in the learning languages classroom : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education, Institute of Education, Massey University, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/12045

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):

Hunt, Hilary. “Students' lived experiences of a unit on international capabilities in the learning languages classroom : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education, Institute of Education, Massey University, New Zealand .” 2017. Thesis, Massey University. Accessed September 28, 2020. http://hdl.handle.net/10179/12045.

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

MLA Handbook (7th Edition):

Hunt, Hilary. “Students' lived experiences of a unit on international capabilities in the learning languages classroom : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education, Institute of Education, Massey University, New Zealand .” 2017. Web. 28 Sep 2020.

Vancouver:

Hunt H. Students' lived experiences of a unit on international capabilities in the learning languages classroom : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education, Institute of Education, Massey University, New Zealand . [Internet] [Thesis]. Massey University; 2017. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10179/12045.

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

Council of Science Editors:

Hunt H. Students' lived experiences of a unit on international capabilities in the learning languages classroom : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education, Institute of Education, Massey University, New Zealand . [Thesis]. Massey University; 2017. Available from: http://hdl.handle.net/10179/12045

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


Massey University

22. Mann, Lee Coveny. Unpacking mathematics anxiety in year 9 students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education, Massey University, New Zealand .

Degree: 2017, Massey University

 This thesis explored the extent of mathematics anxiety in Year 9 students in a rural/provincial region of New Zealand. The study’s aim was to examine… (more)

Subjects/Keywords: Math anxiety; Mathematics; Study and teaching; Secondary; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education::Subject didactics

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APA (6th Edition):

Mann, L. C. (2017). Unpacking mathematics anxiety in year 9 students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education, Massey University, New Zealand . (Thesis). Massey University. Retrieved from http://hdl.handle.net/10179/12883

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):

Mann, Lee Coveny. “Unpacking mathematics anxiety in year 9 students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education, Massey University, New Zealand .” 2017. Thesis, Massey University. Accessed September 28, 2020. http://hdl.handle.net/10179/12883.

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

MLA Handbook (7th Edition):

Mann, Lee Coveny. “Unpacking mathematics anxiety in year 9 students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education, Massey University, New Zealand .” 2017. Web. 28 Sep 2020.

Vancouver:

Mann LC. Unpacking mathematics anxiety in year 9 students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education, Massey University, New Zealand . [Internet] [Thesis]. Massey University; 2017. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10179/12883.

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

Council of Science Editors:

Mann LC. Unpacking mathematics anxiety in year 9 students : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Mathematics Education, Massey University, New Zealand . [Thesis]. Massey University; 2017. Available from: http://hdl.handle.net/10179/12883

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


Massey University

23. Farrant, Kirsty Jane. Teaching socioscientific issues and ethical decision-making : a self-study.

Degree: EdD, 2014, Massey University

 The research outlined in this thesis involved reflecting on my teaching practice in a self-study to investigate whether changes could be made to the way… (more)

Subjects/Keywords: Science; Ethics; Study and teaching (Secondary); Research; Moral and ethical aspects; Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education::Subject didactics

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APA (6th Edition):

Farrant, K. J. (2014). Teaching socioscientific issues and ethical decision-making : a self-study. (Doctoral Dissertation). Massey University. Retrieved from http://hdl.handle.net/10179/5943

Chicago Manual of Style (16th Edition):

Farrant, Kirsty Jane. “Teaching socioscientific issues and ethical decision-making : a self-study.” 2014. Doctoral Dissertation, Massey University. Accessed September 28, 2020. http://hdl.handle.net/10179/5943.

MLA Handbook (7th Edition):

Farrant, Kirsty Jane. “Teaching socioscientific issues and ethical decision-making : a self-study.” 2014. Web. 28 Sep 2020.

Vancouver:

Farrant KJ. Teaching socioscientific issues and ethical decision-making : a self-study. [Internet] [Doctoral dissertation]. Massey University; 2014. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/10179/5943.

Council of Science Editors:

Farrant KJ. Teaching socioscientific issues and ethical decision-making : a self-study. [Doctoral Dissertation]. Massey University; 2014. Available from: http://hdl.handle.net/10179/5943


University of Alberta

24. Carson, Terrance R. A preliminary development of an approach to teaching the historical process to secondary school students through a case study.

Degree: MEd, Department of Secondary Education, 1974, University of Alberta

Subjects/Keywords: History – Methodology.; History – Study and teaching (Secondary); Social sciences and history – Study and teaching (Secondary); Social sciences – Study and teaching (Secondary)

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APA (6th Edition):

Carson, T. R. (1974). A preliminary development of an approach to teaching the historical process to secondary school students through a case study. (Masters Thesis). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/td96k5036

Chicago Manual of Style (16th Edition):

Carson, Terrance R. “A preliminary development of an approach to teaching the historical process to secondary school students through a case study.” 1974. Masters Thesis, University of Alberta. Accessed September 28, 2020. https://era.library.ualberta.ca/files/td96k5036.

MLA Handbook (7th Edition):

Carson, Terrance R. “A preliminary development of an approach to teaching the historical process to secondary school students through a case study.” 1974. Web. 28 Sep 2020.

Vancouver:

Carson TR. A preliminary development of an approach to teaching the historical process to secondary school students through a case study. [Internet] [Masters thesis]. University of Alberta; 1974. [cited 2020 Sep 28]. Available from: https://era.library.ualberta.ca/files/td96k5036.

Council of Science Editors:

Carson TR. A preliminary development of an approach to teaching the historical process to secondary school students through a case study. [Masters Thesis]. University of Alberta; 1974. Available from: https://era.library.ualberta.ca/files/td96k5036


Ryerson University

25. Jolliffe, May. Social justice and cultural holiday celebrations in the early childhood curriculum: perceptions of early childhood educators.

Degree: 2012, Ryerson University

 This qualitative study focuses on the celebration of cultural holidays in Early Childhood Education and Care (ECEC) settings. There is little Canadian literature exploring how… (more)

Subjects/Keywords: Early childhood educators  – Ontario  – Toronto  – Attitudes.; Early childhood education  – Curricula  – Ontario  – Toronto.; Holidays  – Study and teaching (Preschool)  – Ontario  – Toronto.; Social justice  – Study and teaching (Early childhood)

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APA (6th Edition):

Jolliffe, M. (2012). Social justice and cultural holiday celebrations in the early childhood curriculum: perceptions of early childhood educators. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A6524

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):

Jolliffe, May. “Social justice and cultural holiday celebrations in the early childhood curriculum: perceptions of early childhood educators.” 2012. Thesis, Ryerson University. Accessed September 28, 2020. https://digital.library.ryerson.ca/islandora/object/RULA%3A6524.

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

MLA Handbook (7th Edition):

Jolliffe, May. “Social justice and cultural holiday celebrations in the early childhood curriculum: perceptions of early childhood educators.” 2012. Web. 28 Sep 2020.

Vancouver:

Jolliffe M. Social justice and cultural holiday celebrations in the early childhood curriculum: perceptions of early childhood educators. [Internet] [Thesis]. Ryerson University; 2012. [cited 2020 Sep 28]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6524.

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

Council of Science Editors:

Jolliffe M. Social justice and cultural holiday celebrations in the early childhood curriculum: perceptions of early childhood educators. [Thesis]. Ryerson University; 2012. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A6524

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


University of Sydney

26. Sim, Jasmine Boon-Yee. Social studies and citizen education : teacher knowledge and practice in Singapore secondary schools .

Degree: 2006, University of Sydney

Subjects/Keywords: Social sciences  – Study and teaching (Secondary)  – Singapore; Citizenship  – Study and teaching (Secondary)  – Singapore

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APA (6th Edition):

Sim, J. B. (2006). Social studies and citizen education : teacher knowledge and practice in Singapore secondary schools . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/14703

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):

Sim, Jasmine Boon-Yee. “Social studies and citizen education : teacher knowledge and practice in Singapore secondary schools .” 2006. Thesis, University of Sydney. Accessed September 28, 2020. http://hdl.handle.net/2123/14703.

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

MLA Handbook (7th Edition):

Sim, Jasmine Boon-Yee. “Social studies and citizen education : teacher knowledge and practice in Singapore secondary schools .” 2006. Web. 28 Sep 2020.

Vancouver:

Sim JB. Social studies and citizen education : teacher knowledge and practice in Singapore secondary schools . [Internet] [Thesis]. University of Sydney; 2006. [cited 2020 Sep 28]. Available from: http://hdl.handle.net/2123/14703.

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

Council of Science Editors:

Sim JB. Social studies and citizen education : teacher knowledge and practice in Singapore secondary schools . [Thesis]. University of Sydney; 2006. Available from: http://hdl.handle.net/2123/14703

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


Columbia University

27. Biswas, Samir Chandra. Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms.

Degree: 2020, Columbia University

 This study explored if there are differing beliefs and attitudes regarding working with students of multicultural backgrounds based on the content area specialties (i.e. biology,… (more)

Subjects/Keywords: Science – Study and teaching; Multicultural education; Education, Secondary; Physics teachers; Biology teachers; Physics – Study and teaching (Secondary); Chemistry – Study and teaching (Secondary); Earth sciences – Study and teaching (Secondary)

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APA (6th Edition):

Biswas, S. C. (2020). Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/d8-ek5g-a729

Chicago Manual of Style (16th Edition):

Biswas, Samir Chandra. “Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms.” 2020. Doctoral Dissertation, Columbia University. Accessed September 28, 2020. https://doi.org/10.7916/d8-ek5g-a729.

MLA Handbook (7th Edition):

Biswas, Samir Chandra. “Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms.” 2020. Web. 28 Sep 2020.

Vancouver:

Biswas SC. Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms. [Internet] [Doctoral dissertation]. Columbia University; 2020. [cited 2020 Sep 28]. Available from: https://doi.org/10.7916/d8-ek5g-a729.

Council of Science Editors:

Biswas SC. Exploration of Differences in the Beliefs and Attitudes of Biology, Chemistry, Earth Science, and Physics Teachers on Multiculturalism in Secondary Science Classrooms. [Doctoral Dissertation]. Columbia University; 2020. Available from: https://doi.org/10.7916/d8-ek5g-a729


Florida Atlantic University

28. Alper, Seth. Advanced Placement (AP) social studies teachers' use of academic course blogs as a supplemental resource for student learning.

Degree: PhD, 2013, Florida Atlantic University

Summary: This mixed-methods study investigated the relationship between Advanced Placement (AP) social studies teachers' utilization of academic course blogs and student achievement. Simultaneously, the study(more)

Subjects/Keywords: Social sciences – Study and teaching (Secondary) – Methodology; Information resources – Evaluation; Internet in education – Social aspects; Constructivism (Education)

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APA (6th Edition):

Alper, S. (2013). Advanced Placement (AP) social studies teachers' use of academic course blogs as a supplemental resource for student learning. (Doctoral Dissertation). Florida Atlantic University. Retrieved from http://purl.flvc.org/FAU/3360744

Chicago Manual of Style (16th Edition):

Alper, Seth. “Advanced Placement (AP) social studies teachers' use of academic course blogs as a supplemental resource for student learning.” 2013. Doctoral Dissertation, Florida Atlantic University. Accessed September 28, 2020. http://purl.flvc.org/FAU/3360744.

MLA Handbook (7th Edition):

Alper, Seth. “Advanced Placement (AP) social studies teachers' use of academic course blogs as a supplemental resource for student learning.” 2013. Web. 28 Sep 2020.

Vancouver:

Alper S. Advanced Placement (AP) social studies teachers' use of academic course blogs as a supplemental resource for student learning. [Internet] [Doctoral dissertation]. Florida Atlantic University; 2013. [cited 2020 Sep 28]. Available from: http://purl.flvc.org/FAU/3360744.

Council of Science Editors:

Alper S. Advanced Placement (AP) social studies teachers' use of academic course blogs as a supplemental resource for student learning. [Doctoral Dissertation]. Florida Atlantic University; 2013. Available from: http://purl.flvc.org/FAU/3360744


Columbia University

29. Taylor, Ashley Michelle. Pedagogy for Latino/a Newcomer Students: A Study of Four Secondary Social Studies Teachers in New York City Urban Newcomer Schools.

Degree: 2013, Columbia University

 This dissertation study examined how teachers in four newcomer schools conceptualized and implemented social studies education for newcomer Latino/a youth. I designed this multi-site, collective… (more)

Subjects/Keywords: High school teachers – Attitudes; Immigrant students; Hispanic Americans; High school teachers – Decision making; Social sciences – Study and teaching; Education, Secondary; Education – Study and teaching; Teaching

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

APA (6th Edition):

Taylor, A. M. (2013). Pedagogy for Latino/a Newcomer Students: A Study of Four Secondary Social Studies Teachers in New York City Urban Newcomer Schools. (Doctoral Dissertation). Columbia University. Retrieved from https://doi.org/10.7916/D8DF6ZFX

Chicago Manual of Style (16th Edition):

Taylor, Ashley Michelle. “Pedagogy for Latino/a Newcomer Students: A Study of Four Secondary Social Studies Teachers in New York City Urban Newcomer Schools.” 2013. Doctoral Dissertation, Columbia University. Accessed September 28, 2020. https://doi.org/10.7916/D8DF6ZFX.

MLA Handbook (7th Edition):

Taylor, Ashley Michelle. “Pedagogy for Latino/a Newcomer Students: A Study of Four Secondary Social Studies Teachers in New York City Urban Newcomer Schools.” 2013. Web. 28 Sep 2020.

Vancouver:

Taylor AM. Pedagogy for Latino/a Newcomer Students: A Study of Four Secondary Social Studies Teachers in New York City Urban Newcomer Schools. [Internet] [Doctoral dissertation]. Columbia University; 2013. [cited 2020 Sep 28]. Available from: https://doi.org/10.7916/D8DF6ZFX.

Council of Science Editors:

Taylor AM. Pedagogy for Latino/a Newcomer Students: A Study of Four Secondary Social Studies Teachers in New York City Urban Newcomer Schools. [Doctoral Dissertation]. Columbia University; 2013. Available from: https://doi.org/10.7916/D8DF6ZFX


Ryerson University

30. Landsborough, Jennifer Kathleen. Gendered ESL : accommodating immigrant women's cultural diversity in ESL classes.

Degree: 2009, Ryerson University

 Research indicates that immigrant women have lower levels of English than men in English speaking regions including Canada. In Canada, Language Instruction for Newcomers to… (more)

Subjects/Keywords: Women immigrants  – Services for  – Ontario; Women immigrants  – Education  – Ontario; Women immigrants  – Social conditions; English language  – Study and teaching  – Foreign speakers

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

APA (6th Edition):

Landsborough, J. K. (2009). Gendered ESL : accommodating immigrant women's cultural diversity in ESL classes. (Thesis). Ryerson University. Retrieved from https://digital.library.ryerson.ca/islandora/object/RULA%3A1298

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):

Landsborough, Jennifer Kathleen. “Gendered ESL : accommodating immigrant women's cultural diversity in ESL classes.” 2009. Thesis, Ryerson University. Accessed September 28, 2020. https://digital.library.ryerson.ca/islandora/object/RULA%3A1298.

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

MLA Handbook (7th Edition):

Landsborough, Jennifer Kathleen. “Gendered ESL : accommodating immigrant women's cultural diversity in ESL classes.” 2009. Web. 28 Sep 2020.

Vancouver:

Landsborough JK. Gendered ESL : accommodating immigrant women's cultural diversity in ESL classes. [Internet] [Thesis]. Ryerson University; 2009. [cited 2020 Sep 28]. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A1298.

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

Council of Science Editors:

Landsborough JK. Gendered ESL : accommodating immigrant women's cultural diversity in ESL classes. [Thesis]. Ryerson University; 2009. Available from: https://digital.library.ryerson.ca/islandora/object/RULA%3A1298

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

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