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You searched for subject:(Transformative). Showing records 1 – 30 of 622 total matches.

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University of Georgia

1. Moon, Paul Jangsuk. Bereaved elders: transformative learning in late life.

Degree: PhD, Adult Education, 2008, University of Georgia

 The purpose of this study was to understand older adults’ transformative learning through bereavement in late life. A qualitative research approach was implemented including purposive… (more)

Subjects/Keywords: Transformative learning

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APA (6th Edition):

Moon, P. J. (2008). Bereaved elders: transformative learning in late life. (Doctoral Dissertation). University of Georgia. Retrieved from http://purl.galileo.usg.edu/uga_etd/moon_paul_j_200812_phd

Chicago Manual of Style (16th Edition):

Moon, Paul Jangsuk. “Bereaved elders: transformative learning in late life.” 2008. Doctoral Dissertation, University of Georgia. Accessed November 12, 2019. http://purl.galileo.usg.edu/uga_etd/moon_paul_j_200812_phd.

MLA Handbook (7th Edition):

Moon, Paul Jangsuk. “Bereaved elders: transformative learning in late life.” 2008. Web. 12 Nov 2019.

Vancouver:

Moon PJ. Bereaved elders: transformative learning in late life. [Internet] [Doctoral dissertation]. University of Georgia; 2008. [cited 2019 Nov 12]. Available from: http://purl.galileo.usg.edu/uga_etd/moon_paul_j_200812_phd.

Council of Science Editors:

Moon PJ. Bereaved elders: transformative learning in late life. [Doctoral Dissertation]. University of Georgia; 2008. Available from: http://purl.galileo.usg.edu/uga_etd/moon_paul_j_200812_phd


Cornell University

2. Burns, Julia. Healing The Heart Of Rwanda: Towards A Theory Of Transformative Reconciliation .

Degree: 2011, Cornell University

 This study explores post-conflict reconciliation in four local organizations promoting reconciliation in Rwanda: two Christian programs and two women's programs. The transformative learning literature from… (more)

Subjects/Keywords: transformative learning; post-conflict reconciliation; transformative reconciliation

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APA (6th Edition):

Burns, J. (2011). Healing The Heart Of Rwanda: Towards A Theory Of Transformative Reconciliation . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/29344

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):

Burns, Julia. “Healing The Heart Of Rwanda: Towards A Theory Of Transformative Reconciliation .” 2011. Thesis, Cornell University. Accessed November 12, 2019. http://hdl.handle.net/1813/29344.

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

MLA Handbook (7th Edition):

Burns, Julia. “Healing The Heart Of Rwanda: Towards A Theory Of Transformative Reconciliation .” 2011. Web. 12 Nov 2019.

Vancouver:

Burns J. Healing The Heart Of Rwanda: Towards A Theory Of Transformative Reconciliation . [Internet] [Thesis]. Cornell University; 2011. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1813/29344.

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

Council of Science Editors:

Burns J. Healing The Heart Of Rwanda: Towards A Theory Of Transformative Reconciliation . [Thesis]. Cornell University; 2011. Available from: http://hdl.handle.net/1813/29344

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


University of Alberta

3. Ogilvie, Gregory S. Gaging The Transformative Potential of Second Language Education: Language Educators' Understanding of Interculturality and Criticality.

Degree: PhD, Department of Secondary Education, 2016, University of Alberta

 Second language education is well suited to promote transformative outcomes due to its unique character (the importance of both declarative and procedural knowledge), the close… (more)

Subjects/Keywords: interculturality; transformative education; criticality

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APA (6th Edition):

Ogilvie, G. S. (2016). Gaging The Transformative Potential of Second Language Education: Language Educators' Understanding of Interculturality and Criticality. (Doctoral Dissertation). University of Alberta. Retrieved from https://era.library.ualberta.ca/files/csx61dm28m

Chicago Manual of Style (16th Edition):

Ogilvie, Gregory S. “Gaging The Transformative Potential of Second Language Education: Language Educators' Understanding of Interculturality and Criticality.” 2016. Doctoral Dissertation, University of Alberta. Accessed November 12, 2019. https://era.library.ualberta.ca/files/csx61dm28m.

MLA Handbook (7th Edition):

Ogilvie, Gregory S. “Gaging The Transformative Potential of Second Language Education: Language Educators' Understanding of Interculturality and Criticality.” 2016. Web. 12 Nov 2019.

Vancouver:

Ogilvie GS. Gaging The Transformative Potential of Second Language Education: Language Educators' Understanding of Interculturality and Criticality. [Internet] [Doctoral dissertation]. University of Alberta; 2016. [cited 2019 Nov 12]. Available from: https://era.library.ualberta.ca/files/csx61dm28m.

Council of Science Editors:

Ogilvie GS. Gaging The Transformative Potential of Second Language Education: Language Educators' Understanding of Interculturality and Criticality. [Doctoral Dissertation]. University of Alberta; 2016. Available from: https://era.library.ualberta.ca/files/csx61dm28m


University of Pretoria

4. De Villiers, Isolde. South African legal culture in a transformative context.

Degree: LLM, Jurisprudence, 2009, University of Pretoria

 Joining in the search for a post-apartheid South African jurisprudence, this dissertation departs from transformative constitutionalism, as formulated by Karl Klare. Transformative constitutionalism is a… (more)

Subjects/Keywords: Transformative constitutionalism; Legal culture; UCTD

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APA (6th Edition):

De Villiers, I. (2009). South African legal culture in a transformative context. (Masters Thesis). University of Pretoria. Retrieved from http://hdl.handle.net/2263/28235

Chicago Manual of Style (16th Edition):

De Villiers, Isolde. “South African legal culture in a transformative context.” 2009. Masters Thesis, University of Pretoria. Accessed November 12, 2019. http://hdl.handle.net/2263/28235.

MLA Handbook (7th Edition):

De Villiers, Isolde. “South African legal culture in a transformative context.” 2009. Web. 12 Nov 2019.

Vancouver:

De Villiers I. South African legal culture in a transformative context. [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/2263/28235.

Council of Science Editors:

De Villiers I. South African legal culture in a transformative context. [Masters Thesis]. University of Pretoria; 2009. Available from: http://hdl.handle.net/2263/28235


University of Pretoria

5. [No author]. South African legal culture in a transformative context .

Degree: 2009, University of Pretoria

 Joining in the search for a post-apartheid South African jurisprudence, this dissertation departs from transformative constitutionalism, as formulated by Karl Klare. Transformative constitutionalism is a… (more)

Subjects/Keywords: Transformative constitutionalism; Legal culture; UCTD

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APA (6th Edition):

author], [. (2009). South African legal culture in a transformative context . (Masters Thesis). University of Pretoria. Retrieved from http://upetd.up.ac.za/thesis/available/etd-09272009-155336/

Chicago Manual of Style (16th Edition):

author], [No. “South African legal culture in a transformative context .” 2009. Masters Thesis, University of Pretoria. Accessed November 12, 2019. http://upetd.up.ac.za/thesis/available/etd-09272009-155336/.

MLA Handbook (7th Edition):

author], [No. “South African legal culture in a transformative context .” 2009. Web. 12 Nov 2019.

Vancouver:

author] [. South African legal culture in a transformative context . [Internet] [Masters thesis]. University of Pretoria; 2009. [cited 2019 Nov 12]. Available from: http://upetd.up.ac.za/thesis/available/etd-09272009-155336/.

Council of Science Editors:

author] [. South African legal culture in a transformative context . [Masters Thesis]. University of Pretoria; 2009. Available from: http://upetd.up.ac.za/thesis/available/etd-09272009-155336/


Georgia Tech

6. Shih, Alexander H. Magnetic levitation and rotation for the feasibility of free-form machining.

Degree: MS, Mechanical Engineering, 2014, Georgia Tech

 This thesis presents a new transformative manufacturing methodology for free-form machining. An experimental prototype machine is constructed to levitate and rotate an object attached with… (more)

Subjects/Keywords: Transformative manufacturing; Free-form; Levitation

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APA (6th Edition):

Shih, A. H. (2014). Magnetic levitation and rotation for the feasibility of free-form machining. (Masters Thesis). Georgia Tech. Retrieved from http://hdl.handle.net/1853/52269

Chicago Manual of Style (16th Edition):

Shih, Alexander H. “Magnetic levitation and rotation for the feasibility of free-form machining.” 2014. Masters Thesis, Georgia Tech. Accessed November 12, 2019. http://hdl.handle.net/1853/52269.

MLA Handbook (7th Edition):

Shih, Alexander H. “Magnetic levitation and rotation for the feasibility of free-form machining.” 2014. Web. 12 Nov 2019.

Vancouver:

Shih AH. Magnetic levitation and rotation for the feasibility of free-form machining. [Internet] [Masters thesis]. Georgia Tech; 2014. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1853/52269.

Council of Science Editors:

Shih AH. Magnetic levitation and rotation for the feasibility of free-form machining. [Masters Thesis]. Georgia Tech; 2014. Available from: http://hdl.handle.net/1853/52269


University of Waikato

7. Walus, Liahona. Teaching for transformation:Reflective practice for transformative dance education in children's community dance .

Degree: 2019, University of Waikato

 Dance is a marvelous developmental tool for holistic growth (Graham, 2002; H'Doubler, 1940). In current times, dance opportunities for children are generally found in the… (more)

Subjects/Keywords: Dance; Community Dance; Transformative Education

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APA (6th Edition):

Walus, L. (2019). Teaching for transformation:Reflective practice for transformative dance education in children's community dance . (Masters Thesis). University of Waikato. Retrieved from http://hdl.handle.net/10289/12374

Chicago Manual of Style (16th Edition):

Walus, Liahona. “Teaching for transformation:Reflective practice for transformative dance education in children's community dance .” 2019. Masters Thesis, University of Waikato. Accessed November 12, 2019. http://hdl.handle.net/10289/12374.

MLA Handbook (7th Edition):

Walus, Liahona. “Teaching for transformation:Reflective practice for transformative dance education in children's community dance .” 2019. Web. 12 Nov 2019.

Vancouver:

Walus L. Teaching for transformation:Reflective practice for transformative dance education in children's community dance . [Internet] [Masters thesis]. University of Waikato; 2019. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10289/12374.

Council of Science Editors:

Walus L. Teaching for transformation:Reflective practice for transformative dance education in children's community dance . [Masters Thesis]. University of Waikato; 2019. Available from: http://hdl.handle.net/10289/12374


University of Ottawa

8. Tucker, Joanne. In Name Only? An Exploration of the Operationalization of Empowerment Outcomes in Transformative Participatory Evaluations .

Degree: 2016, University of Ottawa

 This thesis presents an exploration of the operationalization of empowerment outcomes in research on transformative participatory evaluations, focusing on the context of international development evaluation.… (more)

Subjects/Keywords: participatory evaluation; transformative evaluation; empowerment

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APA (6th Edition):

Tucker, J. (2016). In Name Only? An Exploration of the Operationalization of Empowerment Outcomes in Transformative Participatory Evaluations . (Thesis). University of Ottawa. Retrieved from http://hdl.handle.net/10393/35086

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):

Tucker, Joanne. “In Name Only? An Exploration of the Operationalization of Empowerment Outcomes in Transformative Participatory Evaluations .” 2016. Thesis, University of Ottawa. Accessed November 12, 2019. http://hdl.handle.net/10393/35086.

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

MLA Handbook (7th Edition):

Tucker, Joanne. “In Name Only? An Exploration of the Operationalization of Empowerment Outcomes in Transformative Participatory Evaluations .” 2016. Web. 12 Nov 2019.

Vancouver:

Tucker J. In Name Only? An Exploration of the Operationalization of Empowerment Outcomes in Transformative Participatory Evaluations . [Internet] [Thesis]. University of Ottawa; 2016. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10393/35086.

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

Council of Science Editors:

Tucker J. In Name Only? An Exploration of the Operationalization of Empowerment Outcomes in Transformative Participatory Evaluations . [Thesis]. University of Ottawa; 2016. Available from: http://hdl.handle.net/10393/35086

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


University of Illinois – Urbana-Champaign

9. Nur, Shukri. Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district.

Degree: PhD, 0209, 2013, University of Illinois – Urbana-Champaign

 The educational system in the United States continues to face the mounting challenge of providing adequate education that meets the needs of students from ethnically,… (more)

Subjects/Keywords: Transformative leadership; Somali immigrant students

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APA (6th Edition):

Nur, S. (2013). Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district. (Doctoral Dissertation). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/42423

Chicago Manual of Style (16th Edition):

Nur, Shukri. “Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district.” 2013. Doctoral Dissertation, University of Illinois – Urbana-Champaign. Accessed November 12, 2019. http://hdl.handle.net/2142/42423.

MLA Handbook (7th Edition):

Nur, Shukri. “Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district.” 2013. Web. 12 Nov 2019.

Vancouver:

Nur S. Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district. [Internet] [Doctoral dissertation]. University of Illinois – Urbana-Champaign; 2013. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/2142/42423.

Council of Science Editors:

Nur S. Leadership paradigms informing the ways school administrators work with Somali immigrant students: case studies of two high schools in an urban school district. [Doctoral Dissertation]. University of Illinois – Urbana-Champaign; 2013. Available from: http://hdl.handle.net/2142/42423


The Ohio State University

10. Blunt-Williams, Kesha. Students’ perceptions of transformative educators.

Degree: PhD, Social Work, 2007, The Ohio State University

 The objectives of this dissertation are to explore whether or not transformative educators are important to students, to determine which factors influence students’ thinking about… (more)

Subjects/Keywords: Transformative Education; Social Work Education; Cultural Competence; Transformative Pedagogy.

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APA (6th Edition):

Blunt-Williams, K. (2007). Students’ perceptions of transformative educators. (Doctoral Dissertation). The Ohio State University. Retrieved from http://rave.ohiolink.edu/etdc/view?acc_num=osu1174664044

Chicago Manual of Style (16th Edition):

Blunt-Williams, Kesha. “Students’ perceptions of transformative educators.” 2007. Doctoral Dissertation, The Ohio State University. Accessed November 12, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1174664044.

MLA Handbook (7th Edition):

Blunt-Williams, Kesha. “Students’ perceptions of transformative educators.” 2007. Web. 12 Nov 2019.

Vancouver:

Blunt-Williams K. Students’ perceptions of transformative educators. [Internet] [Doctoral dissertation]. The Ohio State University; 2007. [cited 2019 Nov 12]. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1174664044.

Council of Science Editors:

Blunt-Williams K. Students’ perceptions of transformative educators. [Doctoral Dissertation]. The Ohio State University; 2007. Available from: http://rave.ohiolink.edu/etdc/view?acc_num=osu1174664044


University of Adelaide

11. Wrastari, Aryani Tri. Inner Transformation: Exploring the Interrelationship between Transformative Learning and Religiosity among Change Agent Educators in Indonesia.

Degree: 2018, University of Adelaide

 This research highlights the issue of religiosity in transformative learning discourse by exploring how change agent educators in Indonesia interpret their religious experiences as important… (more)

Subjects/Keywords: Transformative religious process; relational transformative model; symbolic attitude

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APA (6th Edition):

Wrastari, A. T. (2018). Inner Transformation: Exploring the Interrelationship between Transformative Learning and Religiosity among Change Agent Educators in Indonesia. (Thesis). University of Adelaide. Retrieved from http://hdl.handle.net/2440/120352

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):

Wrastari, Aryani Tri. “Inner Transformation: Exploring the Interrelationship between Transformative Learning and Religiosity among Change Agent Educators in Indonesia.” 2018. Thesis, University of Adelaide. Accessed November 12, 2019. http://hdl.handle.net/2440/120352.

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

MLA Handbook (7th Edition):

Wrastari, Aryani Tri. “Inner Transformation: Exploring the Interrelationship between Transformative Learning and Religiosity among Change Agent Educators in Indonesia.” 2018. Web. 12 Nov 2019.

Vancouver:

Wrastari AT. Inner Transformation: Exploring the Interrelationship between Transformative Learning and Religiosity among Change Agent Educators in Indonesia. [Internet] [Thesis]. University of Adelaide; 2018. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/2440/120352.

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

Council of Science Editors:

Wrastari AT. Inner Transformation: Exploring the Interrelationship between Transformative Learning and Religiosity among Change Agent Educators in Indonesia. [Thesis]. University of Adelaide; 2018. Available from: http://hdl.handle.net/2440/120352

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


University of Auckland

12. Sorensen, Christine Alison. Formation, Transformative Learning & Theological Education.

Degree: 2007, University of Auckland

 This research applied Mezirow???s transformative learning theory to theological education, in particular in situations where theological education is concerned with the purpose of formation. A… (more)

Subjects/Keywords: Theological education; transformative learning; Formation; Pakistan

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APA (6th Edition):

Sorensen, C. A. (2007). Formation, Transformative Learning & Theological Education. (Doctoral Dissertation). University of Auckland. Retrieved from http://hdl.handle.net/2292/2127

Chicago Manual of Style (16th Edition):

Sorensen, Christine Alison. “Formation, Transformative Learning & Theological Education.” 2007. Doctoral Dissertation, University of Auckland. Accessed November 12, 2019. http://hdl.handle.net/2292/2127.

MLA Handbook (7th Edition):

Sorensen, Christine Alison. “Formation, Transformative Learning & Theological Education.” 2007. Web. 12 Nov 2019.

Vancouver:

Sorensen CA. Formation, Transformative Learning & Theological Education. [Internet] [Doctoral dissertation]. University of Auckland; 2007. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/2292/2127.

Council of Science Editors:

Sorensen CA. Formation, Transformative Learning & Theological Education. [Doctoral Dissertation]. University of Auckland; 2007. Available from: http://hdl.handle.net/2292/2127


University of Utah

13. Contestable, Christine Marie. Becoming-learning: rethinking transformative education by reconceptualizing learner agency and illuminating the immanent dynamism of classrooms.

Degree: PhD, Communication;, 2010, University of Utah

 In recent decades, educational initiatives motivated by a progressive social vision have multiplied, producing a set of overlapping and sometimes competing discourses. These radical pedagogies… (more)

Subjects/Keywords: Agency; Classroom; Deleuze; Learning; Pedagogy; Transformative Education

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APA (6th Edition):

Contestable, C. M. (2010). Becoming-learning: rethinking transformative education by reconceptualizing learner agency and illuminating the immanent dynamism of classrooms. (Doctoral Dissertation). University of Utah. Retrieved from http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/487/rec/143

Chicago Manual of Style (16th Edition):

Contestable, Christine Marie. “Becoming-learning: rethinking transformative education by reconceptualizing learner agency and illuminating the immanent dynamism of classrooms.” 2010. Doctoral Dissertation, University of Utah. Accessed November 12, 2019. http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/487/rec/143.

MLA Handbook (7th Edition):

Contestable, Christine Marie. “Becoming-learning: rethinking transformative education by reconceptualizing learner agency and illuminating the immanent dynamism of classrooms.” 2010. Web. 12 Nov 2019.

Vancouver:

Contestable CM. Becoming-learning: rethinking transformative education by reconceptualizing learner agency and illuminating the immanent dynamism of classrooms. [Internet] [Doctoral dissertation]. University of Utah; 2010. [cited 2019 Nov 12]. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/487/rec/143.

Council of Science Editors:

Contestable CM. Becoming-learning: rethinking transformative education by reconceptualizing learner agency and illuminating the immanent dynamism of classrooms. [Doctoral Dissertation]. University of Utah; 2010. Available from: http://content.lib.utah.edu/cdm/singleitem/collection/etd2/id/487/rec/143


Royal Roads University

14. Kerr, Susan Patricia. Personal shift : the potential for transformative learning in youth through international service education programs .

Degree: 2014, Royal Roads University

 This interdisciplinary research paper explores the potential for transformative learning in senior school students who participated in a cultural immersion experiential education program offered by… (more)

Subjects/Keywords: experiential; international; learning; service; transformative; youth

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APA (6th Edition):

Kerr, S. P. (2014). Personal shift : the potential for transformative learning in youth through international service education programs . (Thesis). Royal Roads University. Retrieved from http://hdl.handle.net/10170/748

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):

Kerr, Susan Patricia. “Personal shift : the potential for transformative learning in youth through international service education programs .” 2014. Thesis, Royal Roads University. Accessed November 12, 2019. http://hdl.handle.net/10170/748.

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

MLA Handbook (7th Edition):

Kerr, Susan Patricia. “Personal shift : the potential for transformative learning in youth through international service education programs .” 2014. Web. 12 Nov 2019.

Vancouver:

Kerr SP. Personal shift : the potential for transformative learning in youth through international service education programs . [Internet] [Thesis]. Royal Roads University; 2014. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10170/748.

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

Council of Science Editors:

Kerr SP. Personal shift : the potential for transformative learning in youth through international service education programs . [Thesis]. Royal Roads University; 2014. Available from: http://hdl.handle.net/10170/748

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


Cornell University

15. Ojeda, Robert. Community Organizing And The Search For Strong Democracy: A Pedagogical Paradox Of Getting To Commitment .

Degree: 2012, Cornell University

 COMMUNITY ORGANIZING AND THE SEARCH FOR STRONG DEMOCRACY: A PEDAGOGICAL PARADOX OF GETTING TO COMMITMENT Robert F. Ojeda, Ph. D. Cornell University [2012] Much research… (more)

Subjects/Keywords: Social Action; Community Organizing; Transformative Learning

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APA (6th Edition):

Ojeda, R. (2012). Community Organizing And The Search For Strong Democracy: A Pedagogical Paradox Of Getting To Commitment . (Thesis). Cornell University. Retrieved from http://hdl.handle.net/1813/31134

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):

Ojeda, Robert. “Community Organizing And The Search For Strong Democracy: A Pedagogical Paradox Of Getting To Commitment .” 2012. Thesis, Cornell University. Accessed November 12, 2019. http://hdl.handle.net/1813/31134.

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

MLA Handbook (7th Edition):

Ojeda, Robert. “Community Organizing And The Search For Strong Democracy: A Pedagogical Paradox Of Getting To Commitment .” 2012. Web. 12 Nov 2019.

Vancouver:

Ojeda R. Community Organizing And The Search For Strong Democracy: A Pedagogical Paradox Of Getting To Commitment . [Internet] [Thesis]. Cornell University; 2012. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1813/31134.

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

Council of Science Editors:

Ojeda R. Community Organizing And The Search For Strong Democracy: A Pedagogical Paradox Of Getting To Commitment . [Thesis]. Cornell University; 2012. Available from: http://hdl.handle.net/1813/31134

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


University of Exeter

16. Cook, Paul Alexander. Any curriculum will do : structure as a catalyst for adult transformation.

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

 This thesis employs phenomenological hermeneutic circle analysis, to investigate structure versus agency and adult identity change in lifelong learning. Achieving transformed agency and enhanced identity… (more)

Subjects/Keywords: 374.007; Adult Education Transformation Curriculum; transformative learning

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APA (6th Edition):

Cook, P. A. (2013). Any curriculum will do : structure as a catalyst for adult transformation. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/13972

Chicago Manual of Style (16th Edition):

Cook, Paul Alexander. “Any curriculum will do : structure as a catalyst for adult transformation.” 2013. Doctoral Dissertation, University of Exeter. Accessed November 12, 2019. http://hdl.handle.net/10871/13972.

MLA Handbook (7th Edition):

Cook, Paul Alexander. “Any curriculum will do : structure as a catalyst for adult transformation.” 2013. Web. 12 Nov 2019.

Vancouver:

Cook PA. Any curriculum will do : structure as a catalyst for adult transformation. [Internet] [Doctoral dissertation]. University of Exeter; 2013. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10871/13972.

Council of Science Editors:

Cook PA. Any curriculum will do : structure as a catalyst for adult transformation. [Doctoral Dissertation]. University of Exeter; 2013. Available from: http://hdl.handle.net/10871/13972


University of Exeter

17. Osborne, Laura. "It's my time now" : an exploration of the relationship between Foundation degree students' epistemological beliefs and their emerging identities as learners.

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

 This thesis is an exploratory case study that investigates the epistemological beliefs of students’ on a Foundation degree in Teaching and learning, and the possible… (more)

Subjects/Keywords: 370.11; Epistemology; transformative learning; Foundation degree

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APA (6th Edition):

Osborne, L. (2012). "It's my time now" : an exploration of the relationship between Foundation degree students' epistemological beliefs and their emerging identities as learners. (Doctoral Dissertation). University of Exeter. Retrieved from http://hdl.handle.net/10871/9946

Chicago Manual of Style (16th Edition):

Osborne, Laura. “"It's my time now" : an exploration of the relationship between Foundation degree students' epistemological beliefs and their emerging identities as learners.” 2012. Doctoral Dissertation, University of Exeter. Accessed November 12, 2019. http://hdl.handle.net/10871/9946.

MLA Handbook (7th Edition):

Osborne, Laura. “"It's my time now" : an exploration of the relationship between Foundation degree students' epistemological beliefs and their emerging identities as learners.” 2012. Web. 12 Nov 2019.

Vancouver:

Osborne L. "It's my time now" : an exploration of the relationship between Foundation degree students' epistemological beliefs and their emerging identities as learners. [Internet] [Doctoral dissertation]. University of Exeter; 2012. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10871/9946.

Council of Science Editors:

Osborne L. "It's my time now" : an exploration of the relationship between Foundation degree students' epistemological beliefs and their emerging identities as learners. [Doctoral Dissertation]. University of Exeter; 2012. Available from: http://hdl.handle.net/10871/9946


University of Edinburgh

18. Wright, Claire Louisa. Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film.

Degree: PhD, 2014, University of Edinburgh

 Arts organisations in receipt of public funding should seek to understand the impact of their work, for a variety of reasons. Contemporary outcome-based arts evaluation… (more)

Subjects/Keywords: transformative learning; arts evaluation; visual research

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APA (6th Edition):

Wright, C. L. (2014). Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film. (Doctoral Dissertation). University of Edinburgh. Retrieved from http://hdl.handle.net/1842/9831

Chicago Manual of Style (16th Edition):

Wright, Claire Louisa. “Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film.” 2014. Doctoral Dissertation, University of Edinburgh. Accessed November 12, 2019. http://hdl.handle.net/1842/9831.

MLA Handbook (7th Edition):

Wright, Claire Louisa. “Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film.” 2014. Web. 12 Nov 2019.

Vancouver:

Wright CL. Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film. [Internet] [Doctoral dissertation]. University of Edinburgh; 2014. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1842/9831.

Council of Science Editors:

Wright CL. Arts evaluation and the transformative power of the arts : a visual ethnography of transformative learning in a collaborative community (arts) film. [Doctoral Dissertation]. University of Edinburgh; 2014. Available from: http://hdl.handle.net/1842/9831


Penn State University

19. Hayduk, Dina. USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING.

Degree: EdD, Adult Education, 2011, Penn State University

 This qualitative narrative inquiry explored women‟s self-perceptions changed through regular participation in running. Transformative learning theory was considered as a possible explanation for the learning… (more)

Subjects/Keywords: transformative learning; women; running; narrative inquiry

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APA (6th Edition):

Hayduk, D. (2011). USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/12074

Chicago Manual of Style (16th Edition):

Hayduk, Dina. “USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING.” 2011. Doctoral Dissertation, Penn State University. Accessed November 12, 2019. https://etda.libraries.psu.edu/catalog/12074.

MLA Handbook (7th Edition):

Hayduk, Dina. “USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING.” 2011. Web. 12 Nov 2019.

Vancouver:

Hayduk D. USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Nov 12]. Available from: https://etda.libraries.psu.edu/catalog/12074.

Council of Science Editors:

Hayduk D. USING TRANSFORMATIVE LEARNING AS A FRAMEWORK TO EXPLORE WOMEN AND RUNNING. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/12074


Penn State University

20. McQuiggan, Carol. Preparing to Teach Online as Transformative Faculty Development.

Degree: EdD, Adult Education, 2011, Penn State University

 An action research study was conducted at a campus college of a large Research I institution of higher education to explore transformative learning among higher… (more)

Subjects/Keywords: transformative learning; faculty development; teaching online

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APA (6th Edition):

McQuiggan, C. (2011). Preparing to Teach Online as Transformative Faculty Development. (Doctoral Dissertation). Penn State University. Retrieved from https://etda.libraries.psu.edu/catalog/11670

Chicago Manual of Style (16th Edition):

McQuiggan, Carol. “Preparing to Teach Online as Transformative Faculty Development.” 2011. Doctoral Dissertation, Penn State University. Accessed November 12, 2019. https://etda.libraries.psu.edu/catalog/11670.

MLA Handbook (7th Edition):

McQuiggan, Carol. “Preparing to Teach Online as Transformative Faculty Development.” 2011. Web. 12 Nov 2019.

Vancouver:

McQuiggan C. Preparing to Teach Online as Transformative Faculty Development. [Internet] [Doctoral dissertation]. Penn State University; 2011. [cited 2019 Nov 12]. Available from: https://etda.libraries.psu.edu/catalog/11670.

Council of Science Editors:

McQuiggan C. Preparing to Teach Online as Transformative Faculty Development. [Doctoral Dissertation]. Penn State University; 2011. Available from: https://etda.libraries.psu.edu/catalog/11670

21. LoGiudice, Sarah J., 1985-. A Study of Practices that Foster Transformataive Learning in Higher Education.

Degree: Department of Counseling and Family Therapy, 2013, Central Connecticut State University

The purpose of this thesis is to describe transformative learning, explain why it is an extremely effective form of learning, and analyze the common characteristics… (more)

Subjects/Keywords: Transformative learning.

…PRACTICES THAT FOSTER TRANSFORMATIVE LEARNING 8 makers” (Mezirow, 2000, p. 8)… …If educators intend to facilitate students through a transformative learning experience… …throughout their lives. Studies have shown that transformative learning is “not just an… …undergone a transformative learning experience actively look for ways in which to put their new… …foster a transformative learning experience for their students (Keeling, 2006). How… 

Page 1 Page 2 Page 3 Page 4 Page 5 Page 6 Page 7

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APA (6th Edition):

LoGiudice, Sarah J., 1. (2013). A Study of Practices that Foster Transformataive Learning in Higher Education. (Thesis). Central Connecticut State University. Retrieved from http://content.library.ccsu.edu/u?/ccsutheses,1942

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):

LoGiudice, Sarah J., 1985-. “A Study of Practices that Foster Transformataive Learning in Higher Education.” 2013. Thesis, Central Connecticut State University. Accessed November 12, 2019. http://content.library.ccsu.edu/u?/ccsutheses,1942.

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

MLA Handbook (7th Edition):

LoGiudice, Sarah J., 1985-. “A Study of Practices that Foster Transformataive Learning in Higher Education.” 2013. Web. 12 Nov 2019.

Vancouver:

LoGiudice, Sarah J. 1. A Study of Practices that Foster Transformataive Learning in Higher Education. [Internet] [Thesis]. Central Connecticut State University; 2013. [cited 2019 Nov 12]. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1942.

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

Council of Science Editors:

LoGiudice, Sarah J. 1. A Study of Practices that Foster Transformataive Learning in Higher Education. [Thesis]. Central Connecticut State University; 2013. Available from: http://content.library.ccsu.edu/u?/ccsutheses,1942

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


University of Tasmania

22. Simone, A. Seeing beauty : a visual exploration of transformative experience.

Degree: 2011, University of Tasmania

 This thesis is concerned with developing a visual language to explore the concept of immaterial reality as encountered through transformative experience. Many individuals have had… (more)

Subjects/Keywords: transformative; beauty; transcendence; immaterial; metamorphosis; perception; sublime

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APA (6th Edition):

Simone, A. (2011). Seeing beauty : a visual exploration of transformative experience. (Thesis). University of Tasmania. Retrieved from https://eprints.utas.edu.au/11703/1/Simone_whole%20thesis.pdf

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):

Simone, A. “Seeing beauty : a visual exploration of transformative experience.” 2011. Thesis, University of Tasmania. Accessed November 12, 2019. https://eprints.utas.edu.au/11703/1/Simone_whole%20thesis.pdf.

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

MLA Handbook (7th Edition):

Simone, A. “Seeing beauty : a visual exploration of transformative experience.” 2011. Web. 12 Nov 2019.

Vancouver:

Simone A. Seeing beauty : a visual exploration of transformative experience. [Internet] [Thesis]. University of Tasmania; 2011. [cited 2019 Nov 12]. Available from: https://eprints.utas.edu.au/11703/1/Simone_whole%20thesis.pdf.

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

Council of Science Editors:

Simone A. Seeing beauty : a visual exploration of transformative experience. [Thesis]. University of Tasmania; 2011. Available from: https://eprints.utas.edu.au/11703/1/Simone_whole%20thesis.pdf

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


University of KwaZulu-Natal

23. Mncina, Violet Iris. Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal.

Degree: 2018, University of KwaZulu-Natal

 Background The World Health Organization advocates for the strengthening of the healthcare system to improve the quality and efficiency of health service delivery. Transformative learning… (more)

Subjects/Keywords: Cgange agents.; Transformative learning.; Community based learning.

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APA (6th Edition):

Mncina, V. I. (2018). Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal. (Thesis). University of KwaZulu-Natal. Retrieved from http://hdl.handle.net/10413/15970

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):

Mncina, Violet Iris. “Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal.” 2018. Thesis, University of KwaZulu-Natal. Accessed November 12, 2019. http://hdl.handle.net/10413/15970.

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

MLA Handbook (7th Edition):

Mncina, Violet Iris. “Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal.” 2018. Web. 12 Nov 2019.

Vancouver:

Mncina VI. Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal. [Internet] [Thesis]. University of KwaZulu-Natal; 2018. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10413/15970.

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

Council of Science Editors:

Mncina VI. Exploring undergraduate nursing students’ perceptions on being change agents in a community-based transformative learning programme at a nursing education institution in KwaZulu-Natal. [Thesis]. University of KwaZulu-Natal; 2018. Available from: http://hdl.handle.net/10413/15970

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


Clemson University

24. Bishop, Debbie Lynn. Principals’ Influences on Culturally Responsive Teaching Self-Efficacy: A Multiple Case Study.

Degree: PhD, Education and Organizational Leadership Development, 2019, Clemson University

  The overall purpose of this study was to identify how school leaders, in particular principals, influenced culturally responsive teaching self-efficacy. The goal was to… (more)

Subjects/Keywords: Cultural Responsiveness; Ethical Leadership; Transformative Learning

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APA (6th Edition):

Bishop, D. L. (2019). Principals’ Influences on Culturally Responsive Teaching Self-Efficacy: A Multiple Case Study. (Doctoral Dissertation). Clemson University. Retrieved from https://tigerprints.clemson.edu/all_dissertations/2388

Chicago Manual of Style (16th Edition):

Bishop, Debbie Lynn. “Principals’ Influences on Culturally Responsive Teaching Self-Efficacy: A Multiple Case Study.” 2019. Doctoral Dissertation, Clemson University. Accessed November 12, 2019. https://tigerprints.clemson.edu/all_dissertations/2388.

MLA Handbook (7th Edition):

Bishop, Debbie Lynn. “Principals’ Influences on Culturally Responsive Teaching Self-Efficacy: A Multiple Case Study.” 2019. Web. 12 Nov 2019.

Vancouver:

Bishop DL. Principals’ Influences on Culturally Responsive Teaching Self-Efficacy: A Multiple Case Study. [Internet] [Doctoral dissertation]. Clemson University; 2019. [cited 2019 Nov 12]. Available from: https://tigerprints.clemson.edu/all_dissertations/2388.

Council of Science Editors:

Bishop DL. Principals’ Influences on Culturally Responsive Teaching Self-Efficacy: A Multiple Case Study. [Doctoral Dissertation]. Clemson University; 2019. Available from: https://tigerprints.clemson.edu/all_dissertations/2388


Leiden University

25. Stolwijk, Philip Adriaan Dragutin. (In)credible enlargement? The case of the EU and Serbia.

Degree: 2019, Leiden University

 After years of relative obscurity, enlargement has regained prominence in EU discourse. This is exemplified by the ‘Western Balkans Strategy’, which emphasises a credible membership… (more)

Subjects/Keywords: enlargement; credibility; transformative power; EU; Serbia

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APA (6th Edition):

Stolwijk, P. A. D. (2019). (In)credible enlargement? The case of the EU and Serbia. (Masters Thesis). Leiden University. Retrieved from http://hdl.handle.net/1887/73837

Chicago Manual of Style (16th Edition):

Stolwijk, Philip Adriaan Dragutin. “(In)credible enlargement? The case of the EU and Serbia.” 2019. Masters Thesis, Leiden University. Accessed November 12, 2019. http://hdl.handle.net/1887/73837.

MLA Handbook (7th Edition):

Stolwijk, Philip Adriaan Dragutin. “(In)credible enlargement? The case of the EU and Serbia.” 2019. Web. 12 Nov 2019.

Vancouver:

Stolwijk PAD. (In)credible enlargement? The case of the EU and Serbia. [Internet] [Masters thesis]. Leiden University; 2019. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1887/73837.

Council of Science Editors:

Stolwijk PAD. (In)credible enlargement? The case of the EU and Serbia. [Masters Thesis]. Leiden University; 2019. Available from: http://hdl.handle.net/1887/73837


University of Illinois – Urbana-Champaign

26. Allison, Robert. Transformative leadership for learning: ensuring high levels of learning for all students.

Degree: EdD, 0209, 2012, University of Illinois – Urbana-Champaign

 Ensuring that all students are learning at high levels is an important goal for school leaders. This multiple case study examined leadership practices, beliefs, and… (more)

Subjects/Keywords: leadership for learning; instructional leadership; transformative leadership

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APA (6th Edition):

Allison, R. (2012). Transformative leadership for learning: ensuring high levels of learning for all students. (Thesis). University of Illinois – Urbana-Champaign. Retrieved from http://hdl.handle.net/2142/34464

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):

Allison, Robert. “Transformative leadership for learning: ensuring high levels of learning for all students.” 2012. Thesis, University of Illinois – Urbana-Champaign. Accessed November 12, 2019. http://hdl.handle.net/2142/34464.

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

MLA Handbook (7th Edition):

Allison, Robert. “Transformative leadership for learning: ensuring high levels of learning for all students.” 2012. Web. 12 Nov 2019.

Vancouver:

Allison R. Transformative leadership for learning: ensuring high levels of learning for all students. [Internet] [Thesis]. University of Illinois – Urbana-Champaign; 2012. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/2142/34464.

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

Council of Science Editors:

Allison R. Transformative leadership for learning: ensuring high levels of learning for all students. [Thesis]. University of Illinois – Urbana-Champaign; 2012. Available from: http://hdl.handle.net/2142/34464

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


University of Johannesburg

27. Louw, Kerryn Kathleen. The participant experience of a personal development programme aimed at adult learners.

Degree: 2009, University of Johannesburg

M.Ed.

Stirring my interest in the area of personal development for adult learners was the recognition of the importance of self-development within the Life Orientation… (more)

Subjects/Keywords: Adult learning; Adult education; Transformative learning

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APA (6th Edition):

Louw, K. K. (2009). The participant experience of a personal development programme aimed at adult learners. (Thesis). University of Johannesburg. Retrieved from http://hdl.handle.net/10210/2312

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):

Louw, Kerryn Kathleen. “The participant experience of a personal development programme aimed at adult learners.” 2009. Thesis, University of Johannesburg. Accessed November 12, 2019. http://hdl.handle.net/10210/2312.

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

MLA Handbook (7th Edition):

Louw, Kerryn Kathleen. “The participant experience of a personal development programme aimed at adult learners.” 2009. Web. 12 Nov 2019.

Vancouver:

Louw KK. The participant experience of a personal development programme aimed at adult learners. [Internet] [Thesis]. University of Johannesburg; 2009. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/10210/2312.

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

Council of Science Editors:

Louw KK. The participant experience of a personal development programme aimed at adult learners. [Thesis]. University of Johannesburg; 2009. Available from: http://hdl.handle.net/10210/2312

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


Boston College

28. Alvarez, Francis Dizon. The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms.

Degree: PhD, Religious Education and Pastoral Ministry, 2017, Boston College

 How does one teach Scripture in a way that leads to transformation? To answer that question, this study limits the matter to the Psalter and… (more)

Subjects/Keywords: Pedagogy; Practice; Psalms; Teaching Scripture; Transformative Learning

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APA (6th Edition):

Alvarez, F. D. (2017). The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms. (Doctoral Dissertation). Boston College. Retrieved from http://dlib.bc.edu/islandora/object/bc-ir:107369

Chicago Manual of Style (16th Edition):

Alvarez, Francis Dizon. “The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms.” 2017. Doctoral Dissertation, Boston College. Accessed November 12, 2019. http://dlib.bc.edu/islandora/object/bc-ir:107369.

MLA Handbook (7th Edition):

Alvarez, Francis Dizon. “The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms.” 2017. Web. 12 Nov 2019.

Vancouver:

Alvarez FD. The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms. [Internet] [Doctoral dissertation]. Boston College; 2017. [cited 2019 Nov 12]. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107369.

Council of Science Editors:

Alvarez FD. The Unfolding of Your Words (PS 119: 130): The Pedagogy of the Psalms. [Doctoral Dissertation]. Boston College; 2017. Available from: http://dlib.bc.edu/islandora/object/bc-ir:107369


University of North Texas

29. Tran, Nghi. Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary.

Degree: 2011, University of North Texas

 Using Mezirow's (1991) transformative learning theory as a framework, this qualitative case study investigated conditions conducive to transformative learning experiences among theological students in an… (more)

Subjects/Keywords: Transformative learning; online education; theological education

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APA (6th Edition):

Tran, N. (2011). Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc68056/

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):

Tran, Nghi. “Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary.” 2011. Thesis, University of North Texas. Accessed November 12, 2019. https://digital.library.unt.edu/ark:/67531/metadc68056/.

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

MLA Handbook (7th Edition):

Tran, Nghi. “Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary.” 2011. Web. 12 Nov 2019.

Vancouver:

Tran N. Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary. [Internet] [Thesis]. University of North Texas; 2011. [cited 2019 Nov 12]. Available from: https://digital.library.unt.edu/ark:/67531/metadc68056/.

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

Council of Science Editors:

Tran N. Transformative Learning in Online Theological Education: A Case Study of an Online Program at a Theological Seminary. [Thesis]. University of North Texas; 2011. Available from: https://digital.library.unt.edu/ark:/67531/metadc68056/

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


University of Manitoba

30. Boerchers, Morrissa. Mining for sustainability: examining the relationships among Environmental Assessments, mining legacy issues, and learning.

Degree: Natural Resources Management, 2016, University of Manitoba

 Mining has left many long-lasting effects, often negative. Mining continues to this day and questions persist; “what are the legacies of mining, to what extent… (more)

Subjects/Keywords: Environmental Assessment; Mining; Legacy Effects; Transformative Learning

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APA (6th Edition):

Boerchers, M. (2016). Mining for sustainability: examining the relationships among Environmental Assessments, mining legacy issues, and learning. (Masters Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/31158

Chicago Manual of Style (16th Edition):

Boerchers, Morrissa. “Mining for sustainability: examining the relationships among Environmental Assessments, mining legacy issues, and learning.” 2016. Masters Thesis, University of Manitoba. Accessed November 12, 2019. http://hdl.handle.net/1993/31158.

MLA Handbook (7th Edition):

Boerchers, Morrissa. “Mining for sustainability: examining the relationships among Environmental Assessments, mining legacy issues, and learning.” 2016. Web. 12 Nov 2019.

Vancouver:

Boerchers M. Mining for sustainability: examining the relationships among Environmental Assessments, mining legacy issues, and learning. [Internet] [Masters thesis]. University of Manitoba; 2016. [cited 2019 Nov 12]. Available from: http://hdl.handle.net/1993/31158.

Council of Science Editors:

Boerchers M. Mining for sustainability: examining the relationships among Environmental Assessments, mining legacy issues, and learning. [Masters Thesis]. University of Manitoba; 2016. Available from: http://hdl.handle.net/1993/31158

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