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You searched for subject:(Student voice). Showing records 1 – 30 of 142 total matches.

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University of Exeter

1. Gray, Anthony. A principal's student leadership : secondary students' perceptions of the qualities and behaviours of their school principal.

Degree: Thesis (EdD), 2012, University of Exeter

 The study is an exploratory and illuminative case study of a principal’s leadership of a cross section of his students. It is situated within an11-18,… (more)

Subjects/Keywords: 300; Student Voice; Principal Effectiveness

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APA (6th Edition):

Gray, A. (2012). A principal's student leadership : secondary students' perceptions of the qualities and behaviours of their school principal. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/10681

Chicago Manual of Style (16th Edition):

Gray, Anthony. “A principal's student leadership : secondary students' perceptions of the qualities and behaviours of their school principal.” 2012. Doctoral Dissertation, University of Exeter. Accessed April 24, 2019. http://hdl.handle.net/10871/10681.

MLA Handbook (7th Edition):

Gray, Anthony. “A principal's student leadership : secondary students' perceptions of the qualities and behaviours of their school principal.” 2012. Web. 24 Apr 2019.

Vancouver:

Gray A. A principal's student leadership : secondary students' perceptions of the qualities and behaviours of their school principal. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10871/10681.

Council of Science Editors:

Gray A. A principal's student leadership : secondary students' perceptions of the qualities and behaviours of their school principal. [Doctoral Dissertation]. University of Exeter; 2012. Available from: http://hdl.handle.net/10871/10681


Victoria University of Wellington

2. Davies, Bronwyn. Learning to Lead: What Constitutes Effective Training for Student Leaders in New Zealand Secondary Schools?.

Degree: 2011, Victoria University of Wellington

Student leaders in New Zealand secondary schools may include tutors, head students, sports and cultural captains, mentors and prefects. This study is based on the… (more)

Subjects/Keywords: Student leadership; Distributed leadership; Student voice

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APA (6th Edition):

Davies, B. (2011). Learning to Lead: What Constitutes Effective Training for Student Leaders in New Zealand Secondary Schools?. (Masters Thesis). Victoria University of Wellington. Retrieved from http://hdl.handle.net/10063/4519

Chicago Manual of Style (16th Edition):

Davies, Bronwyn. “Learning to Lead: What Constitutes Effective Training for Student Leaders in New Zealand Secondary Schools?.” 2011. Masters Thesis, Victoria University of Wellington. Accessed April 24, 2019. http://hdl.handle.net/10063/4519.

MLA Handbook (7th Edition):

Davies, Bronwyn. “Learning to Lead: What Constitutes Effective Training for Student Leaders in New Zealand Secondary Schools?.” 2011. Web. 24 Apr 2019.

Vancouver:

Davies B. Learning to Lead: What Constitutes Effective Training for Student Leaders in New Zealand Secondary Schools?. [Internet] [Masters thesis]. Victoria University of Wellington; 2011. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10063/4519.

Council of Science Editors:

Davies B. Learning to Lead: What Constitutes Effective Training for Student Leaders in New Zealand Secondary Schools?. [Masters Thesis]. Victoria University of Wellington; 2011. Available from: http://hdl.handle.net/10063/4519


University of Canterbury

3. Williams, Judith Airini. What makes feedback work for primary school students? An investigation of the views of some Year 8 students.

Degree: Educational Studies and Leadership, 2013, University of Canterbury

 I investigated the problem of why some students do not implement the feedback they are given, when the feedback they receive is formulated in accordance… (more)

Subjects/Keywords: formative feedback; student viewpoint; student voice

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APA (6th Edition):

Williams, J. A. (2013). What makes feedback work for primary school students? An investigation of the views of some Year 8 students. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/8991

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):

Williams, Judith Airini. “What makes feedback work for primary school students? An investigation of the views of some Year 8 students.” 2013. Thesis, University of Canterbury. Accessed April 24, 2019. http://hdl.handle.net/10092/8991.

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

MLA Handbook (7th Edition):

Williams, Judith Airini. “What makes feedback work for primary school students? An investigation of the views of some Year 8 students.” 2013. Web. 24 Apr 2019.

Vancouver:

Williams JA. What makes feedback work for primary school students? An investigation of the views of some Year 8 students. [Internet] [Thesis]. University of Canterbury; 2013. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10092/8991.

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

Council of Science Editors:

Williams JA. What makes feedback work for primary school students? An investigation of the views of some Year 8 students. [Thesis]. University of Canterbury; 2013. Available from: http://hdl.handle.net/10092/8991

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


University of Manchester

4. Davies, Patricia Marybelle. Student leadership of ICT for learning in a high school.

Degree: Thesis (EdD), 2013, University of Manchester

 The research in this thesis explores how and why student leadership of learning with ICT can impact the knowledge, practice and environment in one high… (more)

Subjects/Keywords: 373.133; student leadership; student participation; student voice; democracy; Bourdieu

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APA (6th Edition):

Davies, P. M. (2013). Student leadership of ICT for learning in a high school. (Doctoral Dissertation). University of Manchester. Retrieved from https://www.research.manchester.ac.uk/portal/en/theses/student-leadership-of-ict-for-learning-in-a-high-school(bf3d40b5-c1fa-4fb2-8390-0afb86ff5f82).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576863

Chicago Manual of Style (16th Edition):

Davies, Patricia Marybelle. “Student leadership of ICT for learning in a high school.” 2013. Doctoral Dissertation, University of Manchester. Accessed April 24, 2019. https://www.research.manchester.ac.uk/portal/en/theses/student-leadership-of-ict-for-learning-in-a-high-school(bf3d40b5-c1fa-4fb2-8390-0afb86ff5f82).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576863.

MLA Handbook (7th Edition):

Davies, Patricia Marybelle. “Student leadership of ICT for learning in a high school.” 2013. Web. 24 Apr 2019.

Vancouver:

Davies PM. Student leadership of ICT for learning in a high school. [Internet] [Doctoral dissertation]. University of Manchester; 2013. [cited 2019 Apr 24]. Available from: https://www.research.manchester.ac.uk/portal/en/theses/student-leadership-of-ict-for-learning-in-a-high-school(bf3d40b5-c1fa-4fb2-8390-0afb86ff5f82).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576863.

Council of Science Editors:

Davies PM. Student leadership of ICT for learning in a high school. [Doctoral Dissertation]. University of Manchester; 2013. Available from: https://www.research.manchester.ac.uk/portal/en/theses/student-leadership-of-ict-for-learning-in-a-high-school(bf3d40b5-c1fa-4fb2-8390-0afb86ff5f82).html ; http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.576863


University of Toronto

5. Sadeghi, Maryam. Claiming Teacher Voice through Personal Narratives: Exploring Teacher and Student Agency for Learning in Classrooms.

Degree: 2014, University of Toronto

AbstractAs demands increase for classroom teachers, they must not only meet and maintain expected ministry and board-wide standards, but also find a place for their… (more)

Subjects/Keywords: Choice; Identity; Lived Experiences; Narrative; Student Voice; Teacher Voice; 0515

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APA (6th Edition):

Sadeghi, M. (2014). Claiming Teacher Voice through Personal Narratives: Exploring Teacher and Student Agency for Learning in Classrooms. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/68541

Chicago Manual of Style (16th Edition):

Sadeghi, Maryam. “Claiming Teacher Voice through Personal Narratives: Exploring Teacher and Student Agency for Learning in Classrooms.” 2014. Masters Thesis, University of Toronto. Accessed April 24, 2019. http://hdl.handle.net/1807/68541.

MLA Handbook (7th Edition):

Sadeghi, Maryam. “Claiming Teacher Voice through Personal Narratives: Exploring Teacher and Student Agency for Learning in Classrooms.” 2014. Web. 24 Apr 2019.

Vancouver:

Sadeghi M. Claiming Teacher Voice through Personal Narratives: Exploring Teacher and Student Agency for Learning in Classrooms. [Internet] [Masters thesis]. University of Toronto; 2014. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/1807/68541.

Council of Science Editors:

Sadeghi M. Claiming Teacher Voice through Personal Narratives: Exploring Teacher and Student Agency for Learning in Classrooms. [Masters Thesis]. University of Toronto; 2014. Available from: http://hdl.handle.net/1807/68541


Texas A&M University

6. Luevanos, Elisabeth Avila. Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools.

Degree: PhD, Educational Administration, 2018, Texas A&M University

 This research highlights the development of a survey that measures students’ perspectives and the powerful role they play in measuring teachers’ and leaders’ practices for… (more)

Subjects/Keywords: Inclusion; Diversity; School Leadership; Student Voice

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APA (6th Edition):

Luevanos, E. A. (2018). Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools. (Doctoral Dissertation). Texas A&M University. Retrieved from http://hdl.handle.net/1969.1/173530

Chicago Manual of Style (16th Edition):

Luevanos, Elisabeth Avila. “Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools.” 2018. Doctoral Dissertation, Texas A&M University. Accessed April 24, 2019. http://hdl.handle.net/1969.1/173530.

MLA Handbook (7th Edition):

Luevanos, Elisabeth Avila. “Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools.” 2018. Web. 24 Apr 2019.

Vancouver:

Luevanos EA. Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools. [Internet] [Doctoral dissertation]. Texas A&M University; 2018. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/1969.1/173530.

Council of Science Editors:

Luevanos EA. Inclusive or Not?: Development of a Student Survey to Measure Students’ Perspectives of Teacher and Leader Abilities to Lead Racially Diverse Schools. [Doctoral Dissertation]. Texas A&M University; 2018. Available from: http://hdl.handle.net/1969.1/173530


George Mason University

7. Weinberg, Amie. Elementary Students’ Perceptions of Classroom Technology .

Degree: 2010, George Mason University

 Students are beneficiaries of the educational system, yet little is known about their perceptions of the system. Furthermore, despite an increased focus on educational technology,… (more)

Subjects/Keywords: technology; student voice; elementary; affordances; perceptions

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APA (6th Edition):

Weinberg, A. (2010). Elementary Students’ Perceptions of Classroom Technology . (Thesis). George Mason University. Retrieved from http://hdl.handle.net/1920/5882

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):

Weinberg, Amie. “Elementary Students’ Perceptions of Classroom Technology .” 2010. Thesis, George Mason University. Accessed April 24, 2019. http://hdl.handle.net/1920/5882.

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

MLA Handbook (7th Edition):

Weinberg, Amie. “Elementary Students’ Perceptions of Classroom Technology .” 2010. Web. 24 Apr 2019.

Vancouver:

Weinberg A. Elementary Students’ Perceptions of Classroom Technology . [Internet] [Thesis]. George Mason University; 2010. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/1920/5882.

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

Council of Science Editors:

Weinberg A. Elementary Students’ Perceptions of Classroom Technology . [Thesis]. George Mason University; 2010. Available from: http://hdl.handle.net/1920/5882

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


University of Waikato

8. Nelson, Emily Jane. 'Is This Student Voice?' Students and Teachers Re-negotiate Power through Governance Partnerships in the Classroom .

Degree: 2014, University of Waikato

 A change in status for students to position them influentially as educational decision-makers with teachers is identified as a key dimension of student voice research… (more)

Subjects/Keywords: student voice; power; teacher learning; action research

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APA (6th Edition):

Nelson, E. J. (2014). 'Is This Student Voice?' Students and Teachers Re-negotiate Power through Governance Partnerships in the Classroom . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/8846

Chicago Manual of Style (16th Edition):

Nelson, Emily Jane. “'Is This Student Voice?' Students and Teachers Re-negotiate Power through Governance Partnerships in the Classroom .” 2014. Doctoral Dissertation, University of Waikato. Accessed April 24, 2019. http://hdl.handle.net/10289/8846.

MLA Handbook (7th Edition):

Nelson, Emily Jane. “'Is This Student Voice?' Students and Teachers Re-negotiate Power through Governance Partnerships in the Classroom .” 2014. Web. 24 Apr 2019.

Vancouver:

Nelson EJ. 'Is This Student Voice?' Students and Teachers Re-negotiate Power through Governance Partnerships in the Classroom . [Internet] [Doctoral dissertation]. University of Waikato; 2014. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10289/8846.

Council of Science Editors:

Nelson EJ. 'Is This Student Voice?' Students and Teachers Re-negotiate Power through Governance Partnerships in the Classroom . [Doctoral Dissertation]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/8846


Boston College

9. Lucas, Krista L. What 'Other People's Children' Had to Say: Culturally Diverse Students' Storied School Experiences.

Degree: PhD, Teacher Education, Special Education, Curriculum and Instruction, 2011, Boston College

 The central focus of this dissertation is the schooling experiences of a small group of culturally and linguistically diverse students. The problem this study addresses… (more)

Subjects/Keywords: Elementary Education; Student Voice; Urban Education

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APA (6th Edition):

Lucas, K. L. (2011). What 'Other People's Children' Had to Say: Culturally Diverse Students' Storied School Experiences. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:102007

Chicago Manual of Style (16th Edition):

Lucas, Krista L. “What 'Other People's Children' Had to Say: Culturally Diverse Students' Storied School Experiences.” 2011. Doctoral Dissertation, Boston College. Accessed April 24, 2019. http://dlib.bc.edu/islandora/object/bc-ir:102007.

MLA Handbook (7th Edition):

Lucas, Krista L. “What 'Other People's Children' Had to Say: Culturally Diverse Students' Storied School Experiences.” 2011. Web. 24 Apr 2019.

Vancouver:

Lucas KL. What 'Other People's Children' Had to Say: Culturally Diverse Students' Storied School Experiences. [Internet] [Doctoral dissertation]. Boston College; 2011. [cited 2019 Apr 24]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:102007.

Council of Science Editors:

Lucas KL. What 'Other People's Children' Had to Say: Culturally Diverse Students' Storied School Experiences. [Doctoral Dissertation]. Boston College; 2011. Available from: http://dlib.bc.edu/islandora/object/bc-ir:102007


The Ohio State University

10. Harriott-White, Rae L. Student Voice: A Study of High School Seniors Regarding Relationships with Teachers, Relevancy of Curriculum, Rigorousness of Instruction, Opportunities for Student Voice, and Importance of Instructional Characteristics.

Degree: PhD, ED Policy and Leadership, 2009, The Ohio State University

  The voices of students can provide educators with valuable information as to what makes a difference in learning. Using six subscales: relationships with teachers,… (more)

Subjects/Keywords: Education; Student Voice; Relationships with Teachers; Rigorous Instruction; Relevancy of Instruction; Opportunities for Student Voice

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APA (6th Edition):

Harriott-White, R. L. (2009). Student Voice: A Study of High School Seniors Regarding Relationships with Teachers, Relevancy of Curriculum, Rigorousness of Instruction, Opportunities for Student Voice, and Importance of Instructional Characteristics. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1258822665

Chicago Manual of Style (16th Edition):

Harriott-White, Rae L. “Student Voice: A Study of High School Seniors Regarding Relationships with Teachers, Relevancy of Curriculum, Rigorousness of Instruction, Opportunities for Student Voice, and Importance of Instructional Characteristics.” 2009. Doctoral Dissertation, The Ohio State University. Accessed April 24, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1258822665.

MLA Handbook (7th Edition):

Harriott-White, Rae L. “Student Voice: A Study of High School Seniors Regarding Relationships with Teachers, Relevancy of Curriculum, Rigorousness of Instruction, Opportunities for Student Voice, and Importance of Instructional Characteristics.” 2009. Web. 24 Apr 2019.

Vancouver:

Harriott-White RL. Student Voice: A Study of High School Seniors Regarding Relationships with Teachers, Relevancy of Curriculum, Rigorousness of Instruction, Opportunities for Student Voice, and Importance of Instructional Characteristics. [Internet] [Doctoral dissertation]. The Ohio State University; 2009. [cited 2019 Apr 24]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1258822665.

Council of Science Editors:

Harriott-White RL. Student Voice: A Study of High School Seniors Regarding Relationships with Teachers, Relevancy of Curriculum, Rigorousness of Instruction, Opportunities for Student Voice, and Importance of Instructional Characteristics. [Doctoral Dissertation]. The Ohio State University; 2009. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1258822665


University of Waikato

11. Mackay, Janine Karen. An appreciative view of year 9 student leadership in a New Zealand secondary school context .

Degree: 2014, University of Waikato

 Engaging students in relevant and meaningful leadership activities in schools can prove to be a challenging task. Understanding the leadership experiences and skills that students… (more)

Subjects/Keywords: Student Leadership; Appreciative Inquiry; Student Voice; Youth leadership development

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APA (6th Edition):

Mackay, J. K. (2014). An appreciative view of year 9 student leadership in a New Zealand secondary school context . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/8711

Chicago Manual of Style (16th Edition):

Mackay, Janine Karen. “An appreciative view of year 9 student leadership in a New Zealand secondary school context .” 2014. Masters Thesis, University of Waikato. Accessed April 24, 2019. http://hdl.handle.net/10289/8711.

MLA Handbook (7th Edition):

Mackay, Janine Karen. “An appreciative view of year 9 student leadership in a New Zealand secondary school context .” 2014. Web. 24 Apr 2019.

Vancouver:

Mackay JK. An appreciative view of year 9 student leadership in a New Zealand secondary school context . [Internet] [Masters thesis]. University of Waikato; 2014. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10289/8711.

Council of Science Editors:

Mackay JK. An appreciative view of year 9 student leadership in a New Zealand secondary school context . [Masters Thesis]. University of Waikato; 2014. Available from: http://hdl.handle.net/10289/8711


University of Missouri – Columbia

12. Esselman, Mary E. Formative program evaluation: a system of student-centered learning.

Degree: 2012, University of Missouri – Columbia

 [ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT AUTHOR'S REQUEST.] In the fall of 2010, five Kansas City elementary schools pioneered a new instructional model,… (more)

Subjects/Keywords: student-centered learning; personalized learning; student voice; teacher as facilitator

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APA (6th Edition):

Esselman, M. E. (2012). Formative program evaluation: a system of student-centered learning. (Thesis). University of Missouri – Columbia. Retrieved from http://hdl.handle.net/10355/15927

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):

Esselman, Mary E. “Formative program evaluation: a system of student-centered learning.” 2012. Thesis, University of Missouri – Columbia. Accessed April 24, 2019. http://hdl.handle.net/10355/15927.

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

MLA Handbook (7th Edition):

Esselman, Mary E. “Formative program evaluation: a system of student-centered learning.” 2012. Web. 24 Apr 2019.

Vancouver:

Esselman ME. Formative program evaluation: a system of student-centered learning. [Internet] [Thesis]. University of Missouri – Columbia; 2012. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10355/15927.

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

Council of Science Editors:

Esselman ME. Formative program evaluation: a system of student-centered learning. [Thesis]. University of Missouri – Columbia; 2012. Available from: http://hdl.handle.net/10355/15927

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


Boston College

13. Smith, Kimberly J. Teaching the Acceptance of Diversity: an Ant-Bias Education Initiative that Empowers Student Leaders to be the Agents of Change.

Degree: EdD, Educational Administration, 2009, Boston College

 As our world continues to evolve as a global community, schools must prepare students to live, work, and thrive in a diverse society. Teaching the… (more)

Subjects/Keywords: diversity; diversity education; high school; safe schools; student leadership; student voice

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APA (6th Edition):

Smith, K. J. (2009). Teaching the Acceptance of Diversity: an Ant-Bias Education Initiative that Empowers Student Leaders to be the Agents of Change. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:101692

Chicago Manual of Style (16th Edition):

Smith, Kimberly J. “Teaching the Acceptance of Diversity: an Ant-Bias Education Initiative that Empowers Student Leaders to be the Agents of Change.” 2009. Doctoral Dissertation, Boston College. Accessed April 24, 2019. http://dlib.bc.edu/islandora/object/bc-ir:101692.

MLA Handbook (7th Edition):

Smith, Kimberly J. “Teaching the Acceptance of Diversity: an Ant-Bias Education Initiative that Empowers Student Leaders to be the Agents of Change.” 2009. Web. 24 Apr 2019.

Vancouver:

Smith KJ. Teaching the Acceptance of Diversity: an Ant-Bias Education Initiative that Empowers Student Leaders to be the Agents of Change. [Internet] [Doctoral dissertation]. Boston College; 2009. [cited 2019 Apr 24]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101692.

Council of Science Editors:

Smith KJ. Teaching the Acceptance of Diversity: an Ant-Bias Education Initiative that Empowers Student Leaders to be the Agents of Change. [Doctoral Dissertation]. Boston College; 2009. Available from: http://dlib.bc.edu/islandora/object/bc-ir:101692


Virginia Tech

14. Richardson, Sharon E. Positioning Student Voice in the Classroom: The Postmodern Era.

Degree: EdD, Educational Leadership and Policy Studies, 2001, Virginia Tech

 Positioning Student Voice in the Classroom: The Postmodern Era Sharon E. Richardson (ABSTRACT) Typically, students have had limited voice in their schooling (Erickson & Schultz,1992).… (more)

Subjects/Keywords: student voice; student culture; postmodernism

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APA (6th Edition):

Richardson, S. E. (2001). Positioning Student Voice in the Classroom: The Postmodern Era. (Doctoral Dissertation). Virginia Tech. Retrieved from http://hdl.handle.net/10919/29495

Chicago Manual of Style (16th Edition):

Richardson, Sharon E. “Positioning Student Voice in the Classroom: The Postmodern Era.” 2001. Doctoral Dissertation, Virginia Tech. Accessed April 24, 2019. http://hdl.handle.net/10919/29495.

MLA Handbook (7th Edition):

Richardson, Sharon E. “Positioning Student Voice in the Classroom: The Postmodern Era.” 2001. Web. 24 Apr 2019.

Vancouver:

Richardson SE. Positioning Student Voice in the Classroom: The Postmodern Era. [Internet] [Doctoral dissertation]. Virginia Tech; 2001. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10919/29495.

Council of Science Editors:

Richardson SE. Positioning Student Voice in the Classroom: The Postmodern Era. [Doctoral Dissertation]. Virginia Tech; 2001. Available from: http://hdl.handle.net/10919/29495

15. Roth, Michael Stephen. Hope's Voice: Listening to Urban Youth.

Degree: PhD, Educational Administration and Policy Studies, 2013, U of Denver

  For several decades, there has been a large gap between the achievement scores of urban youth of color and their white counterparts. This achievement… (more)

Subjects/Keywords: achievement gap; hope theory; student motivation; student perception; student voice; urban education

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APA (6th Edition):

Roth, M. S. (2013). Hope's Voice: Listening to Urban Youth. (Doctoral Dissertation). U of Denver. Retrieved from https://digitalcommons.du.edu/etd/565

Chicago Manual of Style (16th Edition):

Roth, Michael Stephen. “Hope's Voice: Listening to Urban Youth.” 2013. Doctoral Dissertation, U of Denver. Accessed April 24, 2019. https://digitalcommons.du.edu/etd/565.

MLA Handbook (7th Edition):

Roth, Michael Stephen. “Hope's Voice: Listening to Urban Youth.” 2013. Web. 24 Apr 2019.

Vancouver:

Roth MS. Hope's Voice: Listening to Urban Youth. [Internet] [Doctoral dissertation]. U of Denver; 2013. [cited 2019 Apr 24]. Available from: https://digitalcommons.du.edu/etd/565.

Council of Science Editors:

Roth MS. Hope's Voice: Listening to Urban Youth. [Doctoral Dissertation]. U of Denver; 2013. Available from: https://digitalcommons.du.edu/etd/565


University of Toronto

16. Reaume, Michele. Listening, Learning and Relationships: An Investigation of How Principals Facilitate Student Voice.

Degree: 2017, University of Toronto

The idea that students should play a greater role in their educational experience has emerged with fervor over the past twenty years. The importance of… (more)

Subjects/Keywords: Principal Leadership; Relationships in Education; Student Empowerment; Student Engagement; Student Voice; 0515

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

APA (6th Edition):

Reaume, M. (2017). Listening, Learning and Relationships: An Investigation of How Principals Facilitate Student Voice. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/80823

Chicago Manual of Style (16th Edition):

Reaume, Michele. “Listening, Learning and Relationships: An Investigation of How Principals Facilitate Student Voice.” 2017. Doctoral Dissertation, University of Toronto. Accessed April 24, 2019. http://hdl.handle.net/1807/80823.

MLA Handbook (7th Edition):

Reaume, Michele. “Listening, Learning and Relationships: An Investigation of How Principals Facilitate Student Voice.” 2017. Web. 24 Apr 2019.

Vancouver:

Reaume M. Listening, Learning and Relationships: An Investigation of How Principals Facilitate Student Voice. [Internet] [Doctoral dissertation]. University of Toronto; 2017. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/1807/80823.

Council of Science Editors:

Reaume M. Listening, Learning and Relationships: An Investigation of How Principals Facilitate Student Voice. [Doctoral Dissertation]. University of Toronto; 2017. Available from: http://hdl.handle.net/1807/80823


University of Canterbury

17. Harris, Christine Ellen. An investigation into the teaching practices and strategies that result in improved engagement in mainstream classrooms for year seven & eight Māori students in a decile five intermediate school.

Degree: School of Educational Studies and Human Development, 2009, University of Canterbury

 Despite high achievement by many Māori (indigenous people of Aotearoa New Zealand) students there is still a disparity between the achievements of Māori students and… (more)

Subjects/Keywords: Maori student engagement; achievement; intermediate school; teacher voice; student voice; focus group interviews; student preferences; teacher student relationship; pedagogy; teaching practices and strategies

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

APA (6th Edition):

Harris, C. E. (2009). An investigation into the teaching practices and strategies that result in improved engagement in mainstream classrooms for year seven & eight Māori students in a decile five intermediate school. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/3479

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):

Harris, Christine Ellen. “An investigation into the teaching practices and strategies that result in improved engagement in mainstream classrooms for year seven & eight Māori students in a decile five intermediate school.” 2009. Thesis, University of Canterbury. Accessed April 24, 2019. http://hdl.handle.net/10092/3479.

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

MLA Handbook (7th Edition):

Harris, Christine Ellen. “An investigation into the teaching practices and strategies that result in improved engagement in mainstream classrooms for year seven & eight Māori students in a decile five intermediate school.” 2009. Web. 24 Apr 2019.

Vancouver:

Harris CE. An investigation into the teaching practices and strategies that result in improved engagement in mainstream classrooms for year seven & eight Māori students in a decile five intermediate school. [Internet] [Thesis]. University of Canterbury; 2009. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10092/3479.

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

Council of Science Editors:

Harris CE. An investigation into the teaching practices and strategies that result in improved engagement in mainstream classrooms for year seven & eight Māori students in a decile five intermediate school. [Thesis]. University of Canterbury; 2009. Available from: http://hdl.handle.net/10092/3479

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

18. Sullivan, Julie. Ready to Write: Exploring the Student Perspective on the Transition to College.

Degree: Doctor of Education (EdD), International and Multicultural Education, 2014, University of San Francisco

  Written communication is a cornerstone of college and career success, yet many students arrive at college underprepared for the writing demands of the academic… (more)

Subjects/Keywords: College Success; College Writing; Composition; Preparation for College; student perspective; student voice; Education

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

APA (6th Edition):

Sullivan, J. (2014). Ready to Write: Exploring the Student Perspective on the Transition to College. (Thesis). University of San Francisco. Retrieved from https://repository.usfca.edu/diss/109

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):

Sullivan, Julie. “Ready to Write: Exploring the Student Perspective on the Transition to College.” 2014. Thesis, University of San Francisco. Accessed April 24, 2019. https://repository.usfca.edu/diss/109.

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

MLA Handbook (7th Edition):

Sullivan, Julie. “Ready to Write: Exploring the Student Perspective on the Transition to College.” 2014. Web. 24 Apr 2019.

Vancouver:

Sullivan J. Ready to Write: Exploring the Student Perspective on the Transition to College. [Internet] [Thesis]. University of San Francisco; 2014. [cited 2019 Apr 24]. Available from: https://repository.usfca.edu/diss/109.

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

Council of Science Editors:

Sullivan J. Ready to Write: Exploring the Student Perspective on the Transition to College. [Thesis]. University of San Francisco; 2014. Available from: https://repository.usfca.edu/diss/109

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


University of Canterbury

19. Fenton, Melissa. "We have to know what is happening!"Student experiences of a year 10 sexuality education programme.

Degree: School of Maori, Social and Cultural Studies in Education, 2012, University of Canterbury

 This thesis highlights the complex nature of students’ experiences in the sexuality education classroom. It seeks to provide insight from the perspectives of Year 10… (more)

Subjects/Keywords: sexuality education; student experience; student voice; social constructivist pedagogy; heteronormative culture; emotional safety; classroom relationships

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

APA (6th Edition):

Fenton, M. (2012). "We have to know what is happening!"Student experiences of a year 10 sexuality education programme. (Thesis). University of Canterbury. Retrieved from http://hdl.handle.net/10092/7151

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):

Fenton, Melissa. “"We have to know what is happening!"Student experiences of a year 10 sexuality education programme.” 2012. Thesis, University of Canterbury. Accessed April 24, 2019. http://hdl.handle.net/10092/7151.

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

MLA Handbook (7th Edition):

Fenton, Melissa. “"We have to know what is happening!"Student experiences of a year 10 sexuality education programme.” 2012. Web. 24 Apr 2019.

Vancouver:

Fenton M. "We have to know what is happening!"Student experiences of a year 10 sexuality education programme. [Internet] [Thesis]. University of Canterbury; 2012. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10092/7151.

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

Council of Science Editors:

Fenton M. "We have to know what is happening!"Student experiences of a year 10 sexuality education programme. [Thesis]. University of Canterbury; 2012. Available from: http://hdl.handle.net/10092/7151

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


University of Exeter

20. Uztosun, Mehmet Sercan. The role of student negotiation in improving the speaking ability of Turkish university EFL students : an action research study.

Degree: Thesis (EdD), 2013, University of Exeter

 Teaching speaking is an area of language education which is frequently neglected in English classes in Turkey. This dissertation reports on an action research study… (more)

Subjects/Keywords: 428.0071; teaching speaking; action research; student negotiation; student voice; TESOL; English language teaching in Turkey

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

APA (6th Edition):

Uztosun, M. S. (2013). The role of student negotiation in improving the speaking ability of Turkish university EFL students : an action research study. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/10728

Chicago Manual of Style (16th Edition):

Uztosun, Mehmet Sercan. “The role of student negotiation in improving the speaking ability of Turkish university EFL students : an action research study.” 2013. Doctoral Dissertation, University of Exeter. Accessed April 24, 2019. http://hdl.handle.net/10871/10728.

MLA Handbook (7th Edition):

Uztosun, Mehmet Sercan. “The role of student negotiation in improving the speaking ability of Turkish university EFL students : an action research study.” 2013. Web. 24 Apr 2019.

Vancouver:

Uztosun MS. The role of student negotiation in improving the speaking ability of Turkish university EFL students : an action research study. [Internet] [Doctoral dissertation]. University of Exeter; 2013. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10871/10728.

Council of Science Editors:

Uztosun MS. The role of student negotiation in improving the speaking ability of Turkish university EFL students : an action research study. [Doctoral Dissertation]. University of Exeter; 2013. Available from: http://hdl.handle.net/10871/10728


University of Toronto

21. Hoefnagels, Clark John. Understanding the Relationship Between Student Voice and Civic Achievement Scores: An Analysis of ICCS Data.

Degree: 2015, University of Toronto

The great irony of civic education is that democratic values are often taught with an authoritarian approach. The discrepancy between democratic values and how they… (more)

Subjects/Keywords: Civic Achievement; Civic Education; International Civic and Citizenship Education Study; Student Participation; Student voice; 0514

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

APA (6th Edition):

Hoefnagels, C. J. (2015). Understanding the Relationship Between Student Voice and Civic Achievement Scores: An Analysis of ICCS Data. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/76784

Chicago Manual of Style (16th Edition):

Hoefnagels, Clark John. “Understanding the Relationship Between Student Voice and Civic Achievement Scores: An Analysis of ICCS Data.” 2015. Masters Thesis, University of Toronto. Accessed April 24, 2019. http://hdl.handle.net/1807/76784.

MLA Handbook (7th Edition):

Hoefnagels, Clark John. “Understanding the Relationship Between Student Voice and Civic Achievement Scores: An Analysis of ICCS Data.” 2015. Web. 24 Apr 2019.

Vancouver:

Hoefnagels CJ. Understanding the Relationship Between Student Voice and Civic Achievement Scores: An Analysis of ICCS Data. [Internet] [Masters thesis]. University of Toronto; 2015. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/1807/76784.

Council of Science Editors:

Hoefnagels CJ. Understanding the Relationship Between Student Voice and Civic Achievement Scores: An Analysis of ICCS Data. [Masters Thesis]. University of Toronto; 2015. Available from: http://hdl.handle.net/1807/76784


University of Waikato

22. Brough, Chris Jane. Student-centred curriculum integration in primary schools: Implementing democratic principles and practices .

Degree: 2010, University of Waikato

 Establishing more inclusive, democratic learning environments for students is receiving renewed attention in today’s educational climate. In New Zealand, the Ministry of Education (2007) advocated… (more)

Subjects/Keywords: Curriculum Integration; multi-disciplinary; Cross-curricular; Democratic; Democracy; Student-centred curriculum integration; Integration; Student voice

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

APA (6th Edition):

Brough, C. J. (2010). Student-centred curriculum integration in primary schools: Implementing democratic principles and practices . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/4941

Chicago Manual of Style (16th Edition):

Brough, Chris Jane. “Student-centred curriculum integration in primary schools: Implementing democratic principles and practices .” 2010. Masters Thesis, University of Waikato. Accessed April 24, 2019. http://hdl.handle.net/10289/4941.

MLA Handbook (7th Edition):

Brough, Chris Jane. “Student-centred curriculum integration in primary schools: Implementing democratic principles and practices .” 2010. Web. 24 Apr 2019.

Vancouver:

Brough CJ. Student-centred curriculum integration in primary schools: Implementing democratic principles and practices . [Internet] [Masters thesis]. University of Waikato; 2010. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10289/4941.

Council of Science Editors:

Brough CJ. Student-centred curriculum integration in primary schools: Implementing democratic principles and practices . [Masters Thesis]. University of Waikato; 2010. Available from: http://hdl.handle.net/10289/4941

23. Wagner, Amanda. The Student-Leader Voice in Restorative Justice Practices.

Degree: MS, Education, 2018, Dominican University of California

  As more and more schools work to develop equitable and effective discipline strategies many are turning to restorative practices. However, there is no one… (more)

Subjects/Keywords: restorative justice; student voice; student empowerment; middle school; restorative practices; discipline; Educational Leadership; Secondary Education

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

APA (6th Edition):

Wagner, A. (2018). The Student-Leader Voice in Restorative Justice Practices. (Masters Thesis). Dominican University of California. Retrieved from https://scholar.dominican.edu/masters-theses/309

Chicago Manual of Style (16th Edition):

Wagner, Amanda. “The Student-Leader Voice in Restorative Justice Practices.” 2018. Masters Thesis, Dominican University of California. Accessed April 24, 2019. https://scholar.dominican.edu/masters-theses/309.

MLA Handbook (7th Edition):

Wagner, Amanda. “The Student-Leader Voice in Restorative Justice Practices.” 2018. Web. 24 Apr 2019.

Vancouver:

Wagner A. The Student-Leader Voice in Restorative Justice Practices. [Internet] [Masters thesis]. Dominican University of California; 2018. [cited 2019 Apr 24]. Available from: https://scholar.dominican.edu/masters-theses/309.

Council of Science Editors:

Wagner A. The Student-Leader Voice in Restorative Justice Practices. [Masters Thesis]. Dominican University of California; 2018. Available from: https://scholar.dominican.edu/masters-theses/309


Unitec New Zealand

24. Cato, Nigel. Student voice in secondary schools : purpose, value and characteristics.

Degree: 2018, Unitec New Zealand

 RESEARCH QUESTIONS: 1. What is the nature and purpose of student voice? 2. What are the perceived value and benefits of student voice to the… (more)

Subjects/Keywords: student voice; pupil participation; student engagement; community engagement; 130304 Educational Administration, Management and Leadership

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

APA (6th Edition):

Cato, N. (2018). Student voice in secondary schools : purpose, value and characteristics. (Thesis). Unitec New Zealand. Retrieved from http://hdl.handle.net/10652/4457

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):

Cato, Nigel. “Student voice in secondary schools : purpose, value and characteristics.” 2018. Thesis, Unitec New Zealand. Accessed April 24, 2019. http://hdl.handle.net/10652/4457.

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

MLA Handbook (7th Edition):

Cato, Nigel. “Student voice in secondary schools : purpose, value and characteristics.” 2018. Web. 24 Apr 2019.

Vancouver:

Cato N. Student voice in secondary schools : purpose, value and characteristics. [Internet] [Thesis]. Unitec New Zealand; 2018. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10652/4457.

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

Council of Science Editors:

Cato N. Student voice in secondary schools : purpose, value and characteristics. [Thesis]. Unitec New Zealand; 2018. Available from: http://hdl.handle.net/10652/4457

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


Brigham Young University

25. Watts, Tirza Ramona. Children's Perceptions of a District-Wide Physical Education Program.

Degree: MS, 2009, Brigham Young University

 It is important that physical educators, teacher educators, and researchers do all they can to understand and help promote positive attitudes among students, as attitudes… (more)

Subjects/Keywords: physical education; perceptions; attitude; student voice; teacher engagement; student engagement; Exercise Science

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

APA (6th Edition):

Watts, T. R. (2009). Children's Perceptions of a District-Wide Physical Education Program. (Masters Thesis). Brigham Young University. Retrieved from https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3358&context=etd

Chicago Manual of Style (16th Edition):

Watts, Tirza Ramona. “Children's Perceptions of a District-Wide Physical Education Program.” 2009. Masters Thesis, Brigham Young University. Accessed April 24, 2019. https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3358&context=etd.

MLA Handbook (7th Edition):

Watts, Tirza Ramona. “Children's Perceptions of a District-Wide Physical Education Program.” 2009. Web. 24 Apr 2019.

Vancouver:

Watts TR. Children's Perceptions of a District-Wide Physical Education Program. [Internet] [Masters thesis]. Brigham Young University; 2009. [cited 2019 Apr 24]. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3358&context=etd.

Council of Science Editors:

Watts TR. Children's Perceptions of a District-Wide Physical Education Program. [Masters Thesis]. Brigham Young University; 2009. Available from: https://scholarsarchive.byu.edu/cgi/viewcontent.cgi?article=3358&context=etd

26. Dempsey, Majella. The Student Voice in the Transition Year Programme A school based case study.

Degree: 2001, RIAN

 I f Transition Year were a film, I would describe it as an action-comedy. There were plenty o f laughs and even more o f… (more)

Subjects/Keywords: Education; Student Voice; Transition Year

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APA (6th Edition):

Dempsey, M. (2001). The Student Voice in the Transition Year Programme A school based case study. (Thesis). RIAN. Retrieved from http://eprints.maynoothuniversity.ie/5065/

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):

Dempsey, Majella. “The Student Voice in the Transition Year Programme A school based case study.” 2001. Thesis, RIAN. Accessed April 24, 2019. http://eprints.maynoothuniversity.ie/5065/.

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

MLA Handbook (7th Edition):

Dempsey, Majella. “The Student Voice in the Transition Year Programme A school based case study.” 2001. Web. 24 Apr 2019.

Vancouver:

Dempsey M. The Student Voice in the Transition Year Programme A school based case study. [Internet] [Thesis]. RIAN; 2001. [cited 2019 Apr 24]. Available from: http://eprints.maynoothuniversity.ie/5065/.

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

Council of Science Editors:

Dempsey M. The Student Voice in the Transition Year Programme A school based case study. [Thesis]. RIAN; 2001. Available from: http://eprints.maynoothuniversity.ie/5065/

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


University of Sydney

27. Andriana, Elga. Engaging with Student Voice Through Arts-informed Methods: Exploring Inclusion in Three Schools Providing Inclusive Education in Yogyakarta, Indonesia .

Degree: 2017, University of Sydney

Student diversity in Indonesian mainstream public schools has undergone changes since the introduction of the regulation of Inclusive Education for Students with Special Needs and… (more)

Subjects/Keywords: inclusive education; inclusion; student voice; visual methods; disability; Indonesia

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APA (6th Edition):

Andriana, E. (2017). Engaging with Student Voice Through Arts-informed Methods: Exploring Inclusion in Three Schools Providing Inclusive Education in Yogyakarta, Indonesia . (Thesis). University of Sydney. Retrieved from http://hdl.handle.net/2123/18273

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):

Andriana, Elga. “Engaging with Student Voice Through Arts-informed Methods: Exploring Inclusion in Three Schools Providing Inclusive Education in Yogyakarta, Indonesia .” 2017. Thesis, University of Sydney. Accessed April 24, 2019. http://hdl.handle.net/2123/18273.

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

MLA Handbook (7th Edition):

Andriana, Elga. “Engaging with Student Voice Through Arts-informed Methods: Exploring Inclusion in Three Schools Providing Inclusive Education in Yogyakarta, Indonesia .” 2017. Web. 24 Apr 2019.

Vancouver:

Andriana E. Engaging with Student Voice Through Arts-informed Methods: Exploring Inclusion in Three Schools Providing Inclusive Education in Yogyakarta, Indonesia . [Internet] [Thesis]. University of Sydney; 2017. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/2123/18273.

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

Council of Science Editors:

Andriana E. Engaging with Student Voice Through Arts-informed Methods: Exploring Inclusion in Three Schools Providing Inclusive Education in Yogyakarta, Indonesia . [Thesis]. University of Sydney; 2017. Available from: http://hdl.handle.net/2123/18273

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


University of Illinois – Chicago

28. Speed, Tony C. Jr. Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study).

Degree: 2012, University of Illinois – Chicago

 African-American students, particularly males, achieve at levels below their White and Asian-American counterparts as measured on traditional academic indices (e.g., standardized test scores, high school… (more)

Subjects/Keywords: Achievement gap; African-American male achievement; Student voice in achievement gap

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APA (6th Edition):

Speed, T. C. J. (2012). Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study). (Thesis). University of Illinois – Chicago. Retrieved from http://hdl.handle.net/10027/8662

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):

Speed, Tony C Jr. “Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study).” 2012. Thesis, University of Illinois – Chicago. Accessed April 24, 2019. http://hdl.handle.net/10027/8662.

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

MLA Handbook (7th Edition):

Speed, Tony C Jr. “Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study).” 2012. Web. 24 Apr 2019.

Vancouver:

Speed TCJ. Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study). [Internet] [Thesis]. University of Illinois – Chicago; 2012. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10027/8662.

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

Council of Science Editors:

Speed TCJ. Against All Odds: The Story of Four High-Achieving African-American Males (An Ethno-Case Study). [Thesis]. University of Illinois – Chicago; 2012. Available from: http://hdl.handle.net/10027/8662

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


National University of Ireland – Galway

29. Feeley (Lohan), Judith-Ann. Alleviating Educational Disadvantage through Localised Policy Intervention: Lessons for Success.

Degree: 2014, National University of Ireland – Galway

Educational disadvantage, recognised as a factor in determining a child's life-chances, manifests itself in the form of resistance to and disengagement from school, resulting in… (more)

Subjects/Keywords: Educational disadvantage; Cultural reproduction; Change; Student voice; Engagement; Education Department

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APA (6th Edition):

Feeley (Lohan), J. (2014). Alleviating Educational Disadvantage through Localised Policy Intervention: Lessons for Success. (Thesis). National University of Ireland – Galway. Retrieved from http://hdl.handle.net/10379/4409

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):

Feeley (Lohan), Judith-Ann. “Alleviating Educational Disadvantage through Localised Policy Intervention: Lessons for Success.” 2014. Thesis, National University of Ireland – Galway. Accessed April 24, 2019. http://hdl.handle.net/10379/4409.

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

MLA Handbook (7th Edition):

Feeley (Lohan), Judith-Ann. “Alleviating Educational Disadvantage through Localised Policy Intervention: Lessons for Success.” 2014. Web. 24 Apr 2019.

Vancouver:

Feeley (Lohan) J. Alleviating Educational Disadvantage through Localised Policy Intervention: Lessons for Success. [Internet] [Thesis]. National University of Ireland – Galway; 2014. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10379/4409.

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

Council of Science Editors:

Feeley (Lohan) J. Alleviating Educational Disadvantage through Localised Policy Intervention: Lessons for Success. [Thesis]. National University of Ireland – Galway; 2014. Available from: http://hdl.handle.net/10379/4409

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


University of Limerick

30. Howley, Donal. “Getting better bit by bit”: exploring how teachers evaluate and create conditions for student voice in Irish post-primary physical education.

Degree: 2018, University of Limerick

 The aim of this study was to explore how teachers evaluate and create conditions for student voice in post-primary Irish Physical Education alongside students and… (more)

Subjects/Keywords: physical education; teachers; Irish post-primary; student voice

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APA (6th Edition):

Howley, D. (2018). “Getting better bit by bit”: exploring how teachers evaluate and create conditions for student voice in Irish post-primary physical education. (Thesis). University of Limerick. Retrieved from http://hdl.handle.net/10344/7020

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):

Howley, Donal. ““Getting better bit by bit”: exploring how teachers evaluate and create conditions for student voice in Irish post-primary physical education.” 2018. Thesis, University of Limerick. Accessed April 24, 2019. http://hdl.handle.net/10344/7020.

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

MLA Handbook (7th Edition):

Howley, Donal. ““Getting better bit by bit”: exploring how teachers evaluate and create conditions for student voice in Irish post-primary physical education.” 2018. Web. 24 Apr 2019.

Vancouver:

Howley D. “Getting better bit by bit”: exploring how teachers evaluate and create conditions for student voice in Irish post-primary physical education. [Internet] [Thesis]. University of Limerick; 2018. [cited 2019 Apr 24]. Available from: http://hdl.handle.net/10344/7020.

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

Council of Science Editors:

Howley D. “Getting better bit by bit”: exploring how teachers evaluate and create conditions for student voice in Irish post-primary physical education. [Thesis]. University of Limerick; 2018. Available from: http://hdl.handle.net/10344/7020

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

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