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You searched for subject:(authentic professional learning). Showing records 1 – 12 of 12 total matches.

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Western Kentucky University

1. Payne, Jettie Pearl. Professional Development and Its Influence on Teacher Practice and Student Achievement.

Degree: Specialist in Education, School of Teacher Education, 2018, Western Kentucky University

  This paper examines the characteristics of effective professional development (PD). It discusses the change process in a system and how it applies to an… (more)

Subjects/Keywords: authentic; effective professional learning; Teacher Education and Professional Development

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APA (6th Edition):

Payne, J. P. (2018). Professional Development and Its Influence on Teacher Practice and Student Achievement. (Masters Thesis). Western Kentucky University. Retrieved from https://digitalcommons.wku.edu/theses/3064

Chicago Manual of Style (16th Edition):

Payne, Jettie Pearl. “Professional Development and Its Influence on Teacher Practice and Student Achievement.” 2018. Masters Thesis, Western Kentucky University. Accessed October 31, 2020. https://digitalcommons.wku.edu/theses/3064.

MLA Handbook (7th Edition):

Payne, Jettie Pearl. “Professional Development and Its Influence on Teacher Practice and Student Achievement.” 2018. Web. 31 Oct 2020.

Vancouver:

Payne JP. Professional Development and Its Influence on Teacher Practice and Student Achievement. [Internet] [Masters thesis]. Western Kentucky University; 2018. [cited 2020 Oct 31]. Available from: https://digitalcommons.wku.edu/theses/3064.

Council of Science Editors:

Payne JP. Professional Development and Its Influence on Teacher Practice and Student Achievement. [Masters Thesis]. Western Kentucky University; 2018. Available from: https://digitalcommons.wku.edu/theses/3064


Colorado State University

2. Strand, Matt. In the round: supporting teachers' authentic professional learning.

Degree: PhD, Education, 2013, Colorado State University

 This is a study of teachers' authentic professional learning at a public school in Poudre School District in northern Colorado. At Polaris Expeditionary Learning School,… (more)

Subjects/Keywords: authentic professional learning; instructional rounds; Polaris Expeditionary Learning School; professional learning communities; school improvement; teachers

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APA (6th Edition):

Strand, M. (2013). In the round: supporting teachers' authentic professional learning. (Doctoral Dissertation). Colorado State University. Retrieved from http://hdl.handle.net/10217/80980

Chicago Manual of Style (16th Edition):

Strand, Matt. “In the round: supporting teachers' authentic professional learning.” 2013. Doctoral Dissertation, Colorado State University. Accessed October 31, 2020. http://hdl.handle.net/10217/80980.

MLA Handbook (7th Edition):

Strand, Matt. “In the round: supporting teachers' authentic professional learning.” 2013. Web. 31 Oct 2020.

Vancouver:

Strand M. In the round: supporting teachers' authentic professional learning. [Internet] [Doctoral dissertation]. Colorado State University; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10217/80980.

Council of Science Editors:

Strand M. In the round: supporting teachers' authentic professional learning. [Doctoral Dissertation]. Colorado State University; 2013. Available from: http://hdl.handle.net/10217/80980


University of Gothenburg / Göteborgs Universitet

3. Sagar, Helena. Teacher Change in relation to Professional Development in Entrepreneurial Learning.

Degree: 2013, University of Gothenburg / Göteborgs Universitet

 Abstract Compulsory school teachers’ perceptions and change in relation to Continuing Professional Development (CPD) in entrepreneurial learning are investigated in this thesis. The teacher level… (more)

Subjects/Keywords: teacher professional development; entrepreneurial learning; science and technology education; authentic learning

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APA (6th Edition):

Sagar, H. (2013). Teacher Change in relation to Professional Development in Entrepreneurial Learning. (Thesis). University of Gothenburg / Göteborgs Universitet. Retrieved from http://hdl.handle.net/2077/34375

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):

Sagar, Helena. “Teacher Change in relation to Professional Development in Entrepreneurial Learning.” 2013. Thesis, University of Gothenburg / Göteborgs Universitet. Accessed October 31, 2020. http://hdl.handle.net/2077/34375.

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

MLA Handbook (7th Edition):

Sagar, Helena. “Teacher Change in relation to Professional Development in Entrepreneurial Learning.” 2013. Web. 31 Oct 2020.

Vancouver:

Sagar H. Teacher Change in relation to Professional Development in Entrepreneurial Learning. [Internet] [Thesis]. University of Gothenburg / Göteborgs Universitet; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2077/34375.

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

Council of Science Editors:

Sagar H. Teacher Change in relation to Professional Development in Entrepreneurial Learning. [Thesis]. University of Gothenburg / Göteborgs Universitet; 2013. Available from: http://hdl.handle.net/2077/34375

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


University of Toronto

4. Glaes-Coutts, Lena Anna. FROM TEACHER TO LEARNER AND BACK AGAIN: A NARRATIVE INQUIRY INTO TEACHER VOICE IN PROFESSIONAL LEARNING.

Degree: PhD, 2018, University of Toronto

 FROM TEACHER TO LEARNER AND BACK AGAIN: A NARRATIVE INQUIRY INTO TEACHER VOICE IN PROFESSIONAL LEARNING Doctor of Philosophy 2018 Lena A. Glaes-Coutts Graduate Department… (more)

Subjects/Keywords: authentic; experienced teachers; knowledge; narrative; Ontario; professional learning; 0530

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APA (6th Edition):

Glaes-Coutts, L. A. (2018). FROM TEACHER TO LEARNER AND BACK AGAIN: A NARRATIVE INQUIRY INTO TEACHER VOICE IN PROFESSIONAL LEARNING. (Doctoral Dissertation). University of Toronto. Retrieved from http://hdl.handle.net/1807/89892

Chicago Manual of Style (16th Edition):

Glaes-Coutts, Lena Anna. “FROM TEACHER TO LEARNER AND BACK AGAIN: A NARRATIVE INQUIRY INTO TEACHER VOICE IN PROFESSIONAL LEARNING.” 2018. Doctoral Dissertation, University of Toronto. Accessed October 31, 2020. http://hdl.handle.net/1807/89892.

MLA Handbook (7th Edition):

Glaes-Coutts, Lena Anna. “FROM TEACHER TO LEARNER AND BACK AGAIN: A NARRATIVE INQUIRY INTO TEACHER VOICE IN PROFESSIONAL LEARNING.” 2018. Web. 31 Oct 2020.

Vancouver:

Glaes-Coutts LA. FROM TEACHER TO LEARNER AND BACK AGAIN: A NARRATIVE INQUIRY INTO TEACHER VOICE IN PROFESSIONAL LEARNING. [Internet] [Doctoral dissertation]. University of Toronto; 2018. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1807/89892.

Council of Science Editors:

Glaes-Coutts LA. FROM TEACHER TO LEARNER AND BACK AGAIN: A NARRATIVE INQUIRY INTO TEACHER VOICE IN PROFESSIONAL LEARNING. [Doctoral Dissertation]. University of Toronto; 2018. Available from: http://hdl.handle.net/1807/89892


Queensland University of Technology

5. Miles, Prudence E. Teachers' use of multiplatform educational screen content: The case of Australia's SBS.

Degree: 2017, Queensland University of Technology

 This study explores the development and use of educational resources to accompany Special Broadcasting Service (SBS) television programs and multiplatform program content. Through action research… (more)

Subjects/Keywords: Action research; authentic learning; broadcasters; communities of practice; curriculum; informal learning; pedagogy; professional learning; Special Broadcasting Service (SBS); television programs

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APA (6th Edition):

Miles, P. E. (2017). Teachers' use of multiplatform educational screen content: The case of Australia's SBS. (Thesis). Queensland University of Technology. Retrieved from https://eprints.qut.edu.au/107547/

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):

Miles, Prudence E. “Teachers' use of multiplatform educational screen content: The case of Australia's SBS.” 2017. Thesis, Queensland University of Technology. Accessed October 31, 2020. https://eprints.qut.edu.au/107547/.

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

MLA Handbook (7th Edition):

Miles, Prudence E. “Teachers' use of multiplatform educational screen content: The case of Australia's SBS.” 2017. Web. 31 Oct 2020.

Vancouver:

Miles PE. Teachers' use of multiplatform educational screen content: The case of Australia's SBS. [Internet] [Thesis]. Queensland University of Technology; 2017. [cited 2020 Oct 31]. Available from: https://eprints.qut.edu.au/107547/.

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

Council of Science Editors:

Miles PE. Teachers' use of multiplatform educational screen content: The case of Australia's SBS. [Thesis]. Queensland University of Technology; 2017. Available from: https://eprints.qut.edu.au/107547/

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


Tampere University

6. Teräs, Hanna. Design Principles of an Authentic Online Professional Development Program for Multicultural Faculty .

Degree: 2016, Tampere University

 Autenttista ammatillista oppimista monikulttuurisille korkeakouluopettajille Tutkimuksen tavoite oli muodostaa suunnitteluperiaatteet kokonaan verkossa toteutettavalle täydennyskoulutukselle, joka soveltuu monikulttuurisille korkeakouluopettajille. Tutkimuksen kohteena oli Arabiemiraateissa toteutettu täydennyskoulutus. Tutkimuksessa… (more)

Subjects/Keywords: Verkko-oppimisen suunnittelu ; autenttinen verkko-oppiminen ; opettajien ammatillinen kasvu ; monikulttuurisuus opetuksessa ; Learning design ; authentic e-learning ; educational design research ; professional growth ; multiculturalism

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APA (6th Edition):

Teräs, H. (2016). Design Principles of an Authentic Online Professional Development Program for Multicultural Faculty . (Doctoral Dissertation). Tampere University. Retrieved from https://trepo.tuni.fi/handle/10024/98439

Chicago Manual of Style (16th Edition):

Teräs, Hanna. “Design Principles of an Authentic Online Professional Development Program for Multicultural Faculty .” 2016. Doctoral Dissertation, Tampere University. Accessed October 31, 2020. https://trepo.tuni.fi/handle/10024/98439.

MLA Handbook (7th Edition):

Teräs, Hanna. “Design Principles of an Authentic Online Professional Development Program for Multicultural Faculty .” 2016. Web. 31 Oct 2020.

Vancouver:

Teräs H. Design Principles of an Authentic Online Professional Development Program for Multicultural Faculty . [Internet] [Doctoral dissertation]. Tampere University; 2016. [cited 2020 Oct 31]. Available from: https://trepo.tuni.fi/handle/10024/98439.

Council of Science Editors:

Teräs H. Design Principles of an Authentic Online Professional Development Program for Multicultural Faculty . [Doctoral Dissertation]. Tampere University; 2016. Available from: https://trepo.tuni.fi/handle/10024/98439

7. Aritonang, Mangasa. Investigating Indonesian Teachers' Experience, Motivation, and Confidence in English-Medium Content Teaching through a Professional Development Blended Learning Environment .

Degree: 2016, University of Waikato

 A blended learning approach has been adopted in many English language learning environments in secondary and higher education because it is seen as having the… (more)

Subjects/Keywords: Blended learning; Professional development; English-medium content teaching; Indonesia; Motivation; Confidence; technology-mediated interaction; social interaction; Authentic content; Collaboration; technology-mediated instructional design

Page 1 Page 2

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APA (6th Edition):

Aritonang, M. (2016). Investigating Indonesian Teachers' Experience, Motivation, and Confidence in English-Medium Content Teaching through a Professional Development Blended Learning Environment . (Doctoral Dissertation). University of Waikato. Retrieved from http://hdl.handle.net/10289/10250

Chicago Manual of Style (16th Edition):

Aritonang, Mangasa. “Investigating Indonesian Teachers' Experience, Motivation, and Confidence in English-Medium Content Teaching through a Professional Development Blended Learning Environment .” 2016. Doctoral Dissertation, University of Waikato. Accessed October 31, 2020. http://hdl.handle.net/10289/10250.

MLA Handbook (7th Edition):

Aritonang, Mangasa. “Investigating Indonesian Teachers' Experience, Motivation, and Confidence in English-Medium Content Teaching through a Professional Development Blended Learning Environment .” 2016. Web. 31 Oct 2020.

Vancouver:

Aritonang M. Investigating Indonesian Teachers' Experience, Motivation, and Confidence in English-Medium Content Teaching through a Professional Development Blended Learning Environment . [Internet] [Doctoral dissertation]. University of Waikato; 2016. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/10289/10250.

Council of Science Editors:

Aritonang M. Investigating Indonesian Teachers' Experience, Motivation, and Confidence in English-Medium Content Teaching through a Professional Development Blended Learning Environment . [Doctoral Dissertation]. University of Waikato; 2016. Available from: http://hdl.handle.net/10289/10250

8. Roncin, Andrew. Development of a Video Game to Teach Engineering Ethics in Canada: Canadian Engineering Ethics Game.

Degree: Biosystems Engineering, 2019, University of Manitoba

 This thesis covers the design, implementation, and review of a video game designed to assist Canadian Engineering Interns in understanding and contextualizing engineering ethics. This… (more)

Subjects/Keywords: Engineering; Ethics; Game-Based-Learning; Manitoba; Authentic Learning; Instructional Design; Game Design; Professional Practice; Education

…69 7.4 Authentic Learning Environments… …70 Table 9: Aspects of Authentic Learning… …11 1.9 Learning Outcomes… …21 2.5 Understanding Professional Ethics Requires Context and Experience… …37 4.7 Rebuttals of Digital Game-Based Learning… 

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APA (6th Edition):

Roncin, A. (2019). Development of a Video Game to Teach Engineering Ethics in Canada: Canadian Engineering Ethics Game. (Thesis). University of Manitoba. Retrieved from http://hdl.handle.net/1993/34042

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):

Roncin, Andrew. “Development of a Video Game to Teach Engineering Ethics in Canada: Canadian Engineering Ethics Game.” 2019. Thesis, University of Manitoba. Accessed October 31, 2020. http://hdl.handle.net/1993/34042.

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

MLA Handbook (7th Edition):

Roncin, Andrew. “Development of a Video Game to Teach Engineering Ethics in Canada: Canadian Engineering Ethics Game.” 2019. Web. 31 Oct 2020.

Vancouver:

Roncin A. Development of a Video Game to Teach Engineering Ethics in Canada: Canadian Engineering Ethics Game. [Internet] [Thesis]. University of Manitoba; 2019. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1993/34042.

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

Council of Science Editors:

Roncin A. Development of a Video Game to Teach Engineering Ethics in Canada: Canadian Engineering Ethics Game. [Thesis]. University of Manitoba; 2019. Available from: http://hdl.handle.net/1993/34042

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


University of North Texas

9. Anderson, Amy A. The International Teacher to Teacher Exchange: A Context for Educator Transformation.

Degree: 2019, University of North Texas

 This study examined how in-service teachers transformed professionally and personally as a result of participation in the International Teacher to Teacher Exchange Program (ITTTE). Six… (more)

Subjects/Keywords: Transformative Learning Theory; Mezirow; In-service teacher exchange; International; Guatemala; Reciprocated; Home-stays; Immersion; Sojourn; Teacher pairs; Teacher experience; Authentic professional development; English as a second language (ESL); Spanish as a second language (SSL); Culture; Relationships; Education, Teacher Training; Education, Elementary; Education, Secondary

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APA (6th Edition):

Anderson, A. A. (2019). The International Teacher to Teacher Exchange: A Context for Educator Transformation. (Thesis). University of North Texas. Retrieved from https://digital.library.unt.edu/ark:/67531/metadc1538738/

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):

Anderson, Amy A. “The International Teacher to Teacher Exchange: A Context for Educator Transformation.” 2019. Thesis, University of North Texas. Accessed October 31, 2020. https://digital.library.unt.edu/ark:/67531/metadc1538738/.

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

MLA Handbook (7th Edition):

Anderson, Amy A. “The International Teacher to Teacher Exchange: A Context for Educator Transformation.” 2019. Web. 31 Oct 2020.

Vancouver:

Anderson AA. The International Teacher to Teacher Exchange: A Context for Educator Transformation. [Internet] [Thesis]. University of North Texas; 2019. [cited 2020 Oct 31]. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538738/.

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

Council of Science Editors:

Anderson AA. The International Teacher to Teacher Exchange: A Context for Educator Transformation. [Thesis]. University of North Texas; 2019. Available from: https://digital.library.unt.edu/ark:/67531/metadc1538738/

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


University of Pretoria

10. Schiller, Selma. The acquisition of essential characteristics required for a contemporary graphic design career.

Degree: Humanities Education, 2013, University of Pretoria

 In my eleven years of teaching graphic design at Tshwane University of Technology, I have come to realise that education is more than just teaching… (more)

Subjects/Keywords: Graphic design; Education practices; Authentic learning; Facilitating learning; Graphic design in society; Human qualities; Artistic qualities; Professional qualities; Personal qualities; Leadership qualities; UCTD

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APA (6th Edition):

Schiller, S. (2013). The acquisition of essential characteristics required for a contemporary graphic design career. (Doctoral Dissertation). University of Pretoria. Retrieved from http://hdl.handle.net/2263/32970

Chicago Manual of Style (16th Edition):

Schiller, Selma. “The acquisition of essential characteristics required for a contemporary graphic design career.” 2013. Doctoral Dissertation, University of Pretoria. Accessed October 31, 2020. http://hdl.handle.net/2263/32970.

MLA Handbook (7th Edition):

Schiller, Selma. “The acquisition of essential characteristics required for a contemporary graphic design career.” 2013. Web. 31 Oct 2020.

Vancouver:

Schiller S. The acquisition of essential characteristics required for a contemporary graphic design career. [Internet] [Doctoral dissertation]. University of Pretoria; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2263/32970.

Council of Science Editors:

Schiller S. The acquisition of essential characteristics required for a contemporary graphic design career. [Doctoral Dissertation]. University of Pretoria; 2013. Available from: http://hdl.handle.net/2263/32970


Northeastern University

11. Branco, Mark Wallace. Connecting differentiated professional development to school improvement goals.

Degree: EdD, School of Education, 2013, Northeastern University

Subjects/Keywords: Authentic/Job-Embedded Learning; Differentiated Professional Development; Program Evaluation; School Improvement Planning; Teacher Perceptions of Professional Development; Education; Educational Assessment, Evaluation, and Research; Teacher Education and Professional Development

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APA (6th Edition):

Branco, M. W. (2013). Connecting differentiated professional development to school improvement goals. (Doctoral Dissertation). Northeastern University. Retrieved from http://hdl.handle.net/2047/d20003013

Chicago Manual of Style (16th Edition):

Branco, Mark Wallace. “Connecting differentiated professional development to school improvement goals.” 2013. Doctoral Dissertation, Northeastern University. Accessed October 31, 2020. http://hdl.handle.net/2047/d20003013.

MLA Handbook (7th Edition):

Branco, Mark Wallace. “Connecting differentiated professional development to school improvement goals.” 2013. Web. 31 Oct 2020.

Vancouver:

Branco MW. Connecting differentiated professional development to school improvement goals. [Internet] [Doctoral dissertation]. Northeastern University; 2013. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/2047/d20003013.

Council of Science Editors:

Branco MW. Connecting differentiated professional development to school improvement goals. [Doctoral Dissertation]. Northeastern University; 2013. Available from: http://hdl.handle.net/2047/d20003013


University of Toronto

12. Stasko, Carly. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.

Degree: 2009, University of Toronto

This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of… (more)

Subjects/Keywords: media literacy; critical literacy; holistic education; culture jamming; consciousness; high school; alternative; rave; Madvertisement; Media Collective; Hodgkin's Lymphoma; qualitative research; semiotics; community center; holistic philosophy; transformation; philosophy of education; cancer survivor; school commercialism; english; alienation; public pedagogy; poetry; hip hop; underground; self-publishing; independent media; environment; internet; ecology; democratic; post-traumatic stress; hacking; holistic pedagogy; digital media; consumer culture; commercialism; graffiti; decolonize; advertising; youth marketing; sexism; embodied healing; personal professional knowledge; immune system; expression; white blood cell; street art; decolonizing; holistic pedagogy; public art; personal professional knowledge; ecology; mass media; body image; spirituality; wellness; embodied learning; embodied wisdom; awareness; relationship; meditation; visualization; communication; Billboard Liberation Front; signification; courageous vulnerability; youth; Youth Media Literacy Project; critical; Chinese Medicine; Qi Gong; holistic media literacy; obsolescence; interconnection; meta-cognitive; Kalle Lasn; transformative learning; critical viewing; critical pedagogy; integration; curriculum; teaching; subvertising; learning; positive psychology; interpretation; Megan Boler; narrative; medium; production; dancing; representation; expression; Youth Media Literacy Project; resistance; cognitive re-framing; subversion; Negativeland; reclaiming; philosophy; narrative inquiry; education; reading; alternative education; Fierce Light; students; university; No Logo; Situationists; Naomi Klein; menstruation; storytelling; experience; writing; language; emotional; physical; facebook; psychological; Guy Debord; Association for Media Literacy; grassroots; felt-sense; stories; performance; grounded authentic expression; perspective; visual culture; youtube; chemotherapy; visuality; deconstruction; women's studies; Media Education Foundation; détournement; Reclaim the Streets; movement; spectatorship; passive; medicine; social justice; arts-informed research; subway party; gratitude; guerilla; post-modern; media activism; mindshare; complex symbolic activity; CBC radio; art; Toronto; pre-service; students; oncology; fashion; healing spiral; Adbusters; sub-culture; feminism; podcast; Trevor Norris; street theater; holistic learning; medical language; inter-personal; film; David Buckingham; Renee Hobbs; training; Paulo Friere; John Dewey; political theater; Sut Jhally; Media Education Foundation; Douglas Kellner; Princess Margaret Hospital; play; Robert McChesney; Action Coalition for Media Education; Mediacs; Association for Media Literacy; Toronto District School Board; Ontario Ministry of Education; Marshall McLuhan; Susan Sontag; Jennifer Sandlin; cure; improvisation; symbolic creativity; Evolutionary Healing; Paul Willis; pop culture; media collective; Barry Duncan; Kathleen Tyner; Carly Stasko; Girls Who Bite Back; art therapy; Next Wave Cultures; zine; Imagitate the State; Intrinsik; interacting narratives; digital storytelling; technology; tactical media; public space; science; creativity; empowerment; 0727; 0708; 0453; 0273; 0279; 0515; 0516; 0733; 0998; 0680; 0530; 0092; 0525

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APA (6th Edition):

Stasko, C. (2009). A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. (Masters Thesis). University of Toronto. Retrieved from http://hdl.handle.net/1807/18109

Chicago Manual of Style (16th Edition):

Stasko, Carly. “A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.” 2009. Masters Thesis, University of Toronto. Accessed October 31, 2020. http://hdl.handle.net/1807/18109.

MLA Handbook (7th Edition):

Stasko, Carly. “A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing.” 2009. Web. 31 Oct 2020.

Vancouver:

Stasko C. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. [Internet] [Masters thesis]. University of Toronto; 2009. [cited 2020 Oct 31]. Available from: http://hdl.handle.net/1807/18109.

Council of Science Editors:

Stasko C. A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing. [Masters Thesis]. University of Toronto; 2009. Available from: http://hdl.handle.net/1807/18109

.