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You searched for subject:(Story as Methodology). Showing records 1 – 4 of 4 total matches.

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University of Minnesota

1. McManimon, Shannon. Storying Literacies, Reimagining Classrooms: Teaching, Research, and Writing as Blurred Translating.

Degree: PhD, Education, Curriculum and Instruction, 2014, University of Minnesota

 I theorize teaching and researching as practices of "blurred translating" that center antioppressive education (Kumashiro, 2002) and storytelling (e.g., Frank, 2010; Zipes, 1995, 2004). Based… (more)

Subjects/Keywords: antioppressive education; critical literacy; pedagogy; story; storytelling; writing as methodology

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

APA (6th Edition):

McManimon, S. (2014). Storying Literacies, Reimagining Classrooms: Teaching, Research, and Writing as Blurred Translating. (Doctoral Dissertation). University of Minnesota. Retrieved from http://hdl.handle.net/11299/181781

Chicago Manual of Style (16th Edition):

McManimon, Shannon. “Storying Literacies, Reimagining Classrooms: Teaching, Research, and Writing as Blurred Translating.” 2014. Doctoral Dissertation, University of Minnesota. Accessed December 08, 2019. http://hdl.handle.net/11299/181781.

MLA Handbook (7th Edition):

McManimon, Shannon. “Storying Literacies, Reimagining Classrooms: Teaching, Research, and Writing as Blurred Translating.” 2014. Web. 08 Dec 2019.

Vancouver:

McManimon S. Storying Literacies, Reimagining Classrooms: Teaching, Research, and Writing as Blurred Translating. [Internet] [Doctoral dissertation]. University of Minnesota; 2014. [cited 2019 Dec 08]. Available from: http://hdl.handle.net/11299/181781.

Council of Science Editors:

McManimon S. Storying Literacies, Reimagining Classrooms: Teaching, Research, and Writing as Blurred Translating. [Doctoral Dissertation]. University of Minnesota; 2014. Available from: http://hdl.handle.net/11299/181781


Texas State University – San Marcos

2. Pharr, Sharrah. Life as pedagogy: A story of ontology and self-awareness.

Degree: PhD, School Improvement, 2014, Texas State University – San Marcos

 Formal, systematic education provides for sequential reasoning of new learning. This qualitative study, is a departure of that normed practice by creating a space to… (more)

Subjects/Keywords: Life as Pedagogy; Ontology; Self-Awareness, Learning Journey; Story as Research; Story as Methodology; Social Constructivism; Understanding; Meaning Making; Unfinishedness; Reflection; Story; Creating Space; Leadership Development; Ontology; Self-consciousness (Awareness); Internalization; Social perception

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

APA (6th Edition):

Pharr, S. (2014). Life as pedagogy: A story of ontology and self-awareness. (Doctoral Dissertation). Texas State University – San Marcos. Retrieved from https://digital.library.txstate.edu/handle/10877/5178

Chicago Manual of Style (16th Edition):

Pharr, Sharrah. “Life as pedagogy: A story of ontology and self-awareness.” 2014. Doctoral Dissertation, Texas State University – San Marcos. Accessed December 08, 2019. https://digital.library.txstate.edu/handle/10877/5178.

MLA Handbook (7th Edition):

Pharr, Sharrah. “Life as pedagogy: A story of ontology and self-awareness.” 2014. Web. 08 Dec 2019.

Vancouver:

Pharr S. Life as pedagogy: A story of ontology and self-awareness. [Internet] [Doctoral dissertation]. Texas State University – San Marcos; 2014. [cited 2019 Dec 08]. Available from: https://digital.library.txstate.edu/handle/10877/5178.

Council of Science Editors:

Pharr S. Life as pedagogy: A story of ontology and self-awareness. [Doctoral Dissertation]. Texas State University – San Marcos; 2014. Available from: https://digital.library.txstate.edu/handle/10877/5178


University of Queensland

3. Rennie, Sandra Cecelia. Firing the will, forging the way: Aboriginal and Torres Strait Islander students creating their stories around the university table.

Degree: School of Education, 2018, University of Queensland

Subjects/Keywords: Aboriginal; Torres Strait Islander; Indigenous students in higher education; Feminist theory; Decolonisation; Cultural interface; Indigenous standpoint theory; Willfulness; Story as method; Indigenous research methodology; 1301 Education Systems; 1303 Specialist Studies in Education

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

APA (6th Edition):

Rennie, S. C. (2018). Firing the will, forging the way: Aboriginal and Torres Strait Islander students creating their stories around the university table. (Thesis). University of Queensland. Retrieved from http://espace.library.uq.edu.au/view/UQ:45821

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):

Rennie, Sandra Cecelia. “Firing the will, forging the way: Aboriginal and Torres Strait Islander students creating their stories around the university table.” 2018. Thesis, University of Queensland. Accessed December 08, 2019. http://espace.library.uq.edu.au/view/UQ:45821.

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

MLA Handbook (7th Edition):

Rennie, Sandra Cecelia. “Firing the will, forging the way: Aboriginal and Torres Strait Islander students creating their stories around the university table.” 2018. Web. 08 Dec 2019.

Vancouver:

Rennie SC. Firing the will, forging the way: Aboriginal and Torres Strait Islander students creating their stories around the university table. [Internet] [Thesis]. University of Queensland; 2018. [cited 2019 Dec 08]. Available from: http://espace.library.uq.edu.au/view/UQ:45821.

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

Council of Science Editors:

Rennie SC. Firing the will, forging the way: Aboriginal and Torres Strait Islander students creating their stories around the university table. [Thesis]. University of Queensland; 2018. Available from: http://espace.library.uq.edu.au/view/UQ:45821

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


AUT University

4. Bright, Charmaine. Counsellors’ Strength-based Practices in Secondary Schools: Managing Multiple Metanarratives .

Degree: AUT University

 Secondary school counsellors are often in a pivotal position to affect the lives of our young people and thus the philosophical framework and counselling modalities… (more)

Subjects/Keywords: Strength-based counselling; School counsellors; Positive psychology; Narrative; Metanarrative; Adolescent; Strength-based; Deficit-based; Counselling; Social constructionism; Critical realism; Narrative methodology; Secondary schools; Resilience; Lieblich, Tuval-Maschiach, Zilber; Crossley; Context; Community support; Strength-based model; Well-being; Winslade; Four modes of reading a narrative; Categorical-content; Three-sphere model of external context; Construction of a method of narrative analysis; Narrative analysis; School context; Counselling in a school context; Researcher as co-constructionist; Story-map grid; Heuristic device; Embedded narratives; Counsellor context; Adolescent context; Community context; Family context; Tensions; Foucault

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

APA (6th Edition):

Bright, C. (n.d.). Counsellors’ Strength-based Practices in Secondary Schools: Managing Multiple Metanarratives . (Thesis). AUT University. Retrieved from http://hdl.handle.net/10292/11576

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):

Bright, Charmaine. “Counsellors’ Strength-based Practices in Secondary Schools: Managing Multiple Metanarratives .” Thesis, AUT University. Accessed December 08, 2019. http://hdl.handle.net/10292/11576.

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):

Bright, Charmaine. “Counsellors’ Strength-based Practices in Secondary Schools: Managing Multiple Metanarratives .” Web. 08 Dec 2019.

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

Vancouver:

Bright C. Counsellors’ Strength-based Practices in Secondary Schools: Managing Multiple Metanarratives . [Internet] [Thesis]. AUT University; [cited 2019 Dec 08]. Available from: http://hdl.handle.net/10292/11576.

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:

Bright C. Counsellors’ Strength-based Practices in Secondary Schools: Managing Multiple Metanarratives . [Thesis]. AUT University; Available from: http://hdl.handle.net/10292/11576

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

.